Sara MENINNO | DIDACTICS OF CHEMISTRY

cod. 0522300060

DIDACTICS OF CHEMISTRY

	0522300060
	DEPARTMENT OF CHEMISTRY AND BIOLOGY "ADOLFO ZAMBELLI"
	EQF7
	CHEMISTRY
	2023/2024

CURRICULUM SUSTAINABLE CHEMISTRY Cohort 2022/2023

	YEAR OF COURSE 2
	YEAR OF DIDACTIC SYSTEM 2016
	SPRING SEMESTER

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
1	DIDATTICA DELLA CHIMICA
	CHIM/03	3	15	LESSONS	OPTIONAL SUBJECTS
2	DIDATTICA DELLA CHIMICA
	CHIM/06	3	15	LESSONS	OPTIONAL SUBJECTS

PROFESSORS

	MARIA STRIANESE1 T Curriculum
	SARA MENINNO2 Curriculum

	Objectives
	THE COURSE, CONSISTING OF LECTURE CLASS, AIMS TO PROVIDE THE MAIN TOOLS AND METHODOLOGIES DEVELOPED FOR THE TEACHING OF CHEMISTRY IN THE SECONDARY SCHOOL. THE MAIN KNOWLEDGE ACQUIRED BY THE STUDENT WILL BE: KNOWLEDGE OF CURRENT NATIONAL PROGRAMMES FOR TEACHING CHEMISTRY IN THE UPPER SECONDARY SCHOOL. APPLICATIONS OF MODERN TEACHING TOOLS CHEMISTRY, BY USING SOFTWARES, VIDEOS AND ANIMATION, CLASSROOM EXPERIMENTS, WITH SPECIAL REGARD TO TOPICS CHARACTERIZED BY PARTICULAR CONCEPTUAL DIFFICULTY. CREATION OF CONCEPT MAPS. CONCEPTUAL ASPECTS OF CHEMICAL SCIENCE AND ITS CONNECTIONS WITH OTHER SCIENTIFIC DISCIPLINES. MODELS OF CHEMISTRY EDUCATION USEFUL FOR TEACHING. USE OF THE LANGUAGE OF CHEMISTRY AND USE OF MODELS AND REPRESENTATIONS IN THE TEACHING OF CHEMISTRY. KNOWLEDGE OF THE MAIN CONCEPTUAL ISSUES AND PROBLEMATIC ASPECTS FROM THE DIDACTIC POINT OF VIEW. KNOWLEDGE OF THE MAIN TEACHING STRATEGIES OF DIDACTICS OF CHEMISTRY IN SECONDARY SCHOOL AND CHEMISTRY EDUCATION IN THE LABORATORY. THE MAIN SKILLS DEVELOPED BY THE STUDENT WILL BE: USE OF MODERN TOOLS FOR TEACHING CHEMISTRY, SUCH AS CHEMICAL GAMES, MOLECULAR MODEL KITS, THREE-DIMENSIONAL MODEL SOFTWARE FOR CRYSTALS AND MOLECULES, VIDEOS AND ANIMATION DISPLAYING. DESIGN AND CREATION OF CONCEPT MAPS. USE OF THE MODELS OF CHEMISTRY EDUCATION TO PROPERLY FOCUS THE CHEMISTRY TOPICS TO BE ADDRESSED DURING TEACHING ACCORDING TO THE OBJECTIVES AND THE TYPE OF SCHOOL. KNOWLEDGE AND RECOGNITION OF THE MAIN MISCONCEPTIONS OF CHEMISTRY AT SCHOOL LEVEL. CONTEXTUALIZE CHEMISTRY KNOWLEDGE IN THE SOCIETY AND IN RELATION TO OTHER SCIENCES. ABILITY TO CHOOSE METHODOLOGICAL APPROACHES AND TO PLAN CHEMISTRY EDUCATIONAL COURSES AND ACTIVITIES ACCORDING TO THE TRAINING OBJECTIVES AND THE LEVEL OF EDUCATION IN WHICH THE TEACHER WORKS. CHOICE AND DEVELOPMENT OF PROPER TOOLS FOR ASSESSING LEARNING AND TEACHING EFFECTIVENESS.

THE COURSE, CONSISTING OF LECTURE CLASS, AIMS TO PROVIDE THE MAIN TOOLS AND METHODOLOGIES
DEVELOPED FOR THE TEACHING OF CHEMISTRY IN THE SECONDARY SCHOOL.
THE MAIN KNOWLEDGE ACQUIRED BY THE STUDENT WILL BE:
KNOWLEDGE OF CURRENT NATIONAL PROGRAMMES FOR TEACHING CHEMISTRY IN THE UPPER SECONDARY SCHOOL. APPLICATIONS OF MODERN TEACHING TOOLS CHEMISTRY, BY USING SOFTWARES, VIDEOS AND ANIMATION, CLASSROOM EXPERIMENTS, WITH SPECIAL
REGARD TO TOPICS CHARACTERIZED BY PARTICULAR CONCEPTUAL DIFFICULTY. CREATION OF CONCEPT MAPS.
CONCEPTUAL ASPECTS OF CHEMICAL SCIENCE AND ITS CONNECTIONS WITH OTHER SCIENTIFIC DISCIPLINES. MODELS OF CHEMISTRY
EDUCATION USEFUL FOR TEACHING. USE OF THE LANGUAGE OF CHEMISTRY AND USE OF MODELS AND REPRESENTATIONS IN THE
TEACHING OF CHEMISTRY. KNOWLEDGE OF THE MAIN CONCEPTUAL ISSUES AND PROBLEMATIC ASPECTS FROM THE DIDACTIC POINT OF
VIEW.
KNOWLEDGE OF THE MAIN TEACHING STRATEGIES OF DIDACTICS OF CHEMISTRY IN SECONDARY SCHOOL AND CHEMISTRY EDUCATION IN
THE LABORATORY.
THE MAIN SKILLS DEVELOPED BY THE STUDENT WILL BE:
USE OF MODERN TOOLS FOR TEACHING CHEMISTRY, SUCH AS CHEMICAL GAMES, MOLECULAR MODEL KITS, THREE-DIMENSIONAL MODEL
SOFTWARE FOR CRYSTALS AND MOLECULES, VIDEOS AND ANIMATION DISPLAYING. DESIGN AND CREATION OF CONCEPT MAPS.
USE OF THE MODELS OF CHEMISTRY EDUCATION TO PROPERLY FOCUS THE CHEMISTRY TOPICS TO BE ADDRESSED DURING TEACHING
ACCORDING TO THE OBJECTIVES AND THE TYPE OF SCHOOL.
KNOWLEDGE AND RECOGNITION OF THE MAIN MISCONCEPTIONS OF CHEMISTRY AT SCHOOL LEVEL.
CONTEXTUALIZE CHEMISTRY KNOWLEDGE IN THE SOCIETY AND IN RELATION TO OTHER SCIENCES.
ABILITY TO CHOOSE METHODOLOGICAL APPROACHES AND TO PLAN CHEMISTRY EDUCATIONAL COURSES AND ACTIVITIES ACCORDING TO
THE TRAINING OBJECTIVES AND THE LEVEL OF EDUCATION IN WHICH THE TEACHER WORKS. CHOICE AND DEVELOPMENT OF PROPER
TOOLS FOR ASSESSING LEARNING AND TEACHING EFFECTIVENESS.

	Prerequisites
	BASIC KNOWLEDGE OF GENERAL AND ORGANIC CHEMISTRY FOR THE SECONDARY SCHOOL IS REQUIRED.

	Contents
	THE ROLE OF CHEMISTRY LANGUAGE WHEN TEACHING (1H). TEACHING CHEMISTRY IN AN EFFICIENT MANNER; FORMAL, INFORMAL AND PUBLIC LANGUAGE (1H). ORGANIZING A SCIENTIFIC PRESENTATION WITH PRACTICAL EXAMPLES (1H). ORGANIZING CHEMISTRY KNOWLEDGES BY BUILDING CONCEPTUAL AND MENTAL MAPS (1H). CLASSROOM EXERCISES WHEN BUILDING CONCEPTUAL AND MENTAL MAPS (1). INTERNET AND SMARTPHONES AS TOOLS FOR TEACHING CHEMISTRY (1H). TEACHING CHEMISTRY BY DIFFERENT METHODS (1H). CLASSROOM EXERCISES WHEN ORGANIZING A LESSON, INTRODUCTION ON THE ACID-BASE TEORY (1H). MISCONCEPTS IN CHEMISTRY, CHEMOPHOBIA (1H). IMPROVING THE IMAGE OF CHEMISTRY BY TEACHING (1H). CHEMISTRY IN EVERYDAY LIFE (1H). TEACHING CHEMISTRY BY THE METHOD OF THE 'FLIPPED CLASSROOM' (1H). STUDENTS EVALUATION (1H). TOOLS TO VERIFY THE PREPARATION OF THE STUDENTS (1H). CURRENT TEACHING OF CHEMISTRY IN THE ITALIAN SCHOOL: ACCESSIBLE CLASSES TO CHEMISTS. OVERVIEW OF EPISTEMOLOGY, CRITICAL INVESTIGATION INTO THE NATURE AND EVOLUTION OF SCIENCE AND CHEMISTRY: THE SCIENTIFIC REVOLUTIONS, POPPER’S AND KUHN’S THEORIES (1.5H). KEY CONCEPTS OF CHEMISTRY AND ITS RELATIONS WITH OTHER SCIENTIFIC DISCIPLINES. THE ROLE OF CONCEPTUAL INTEGRATION IN UNDERSTANDING AND LEARNING CHEMISTRY. THE LOGICAL STRUCTURE OF CHEMISTRY, CHEMISTRY MODELS USEFUL FOR TEACHING: TRIANGULAR AND TETRAHEDRAL CHEMISTRY EDUCATION MODELS (JOHNSTON, MAHAFFY, SJSTRM). IMPLICATIONS OF MACROSCOPIC, MICROSCOPIC, SYMBOLIC AND HUMAN ELEMENT LEVELS FOR CHEMISTRY TEACHING. HUMANISTIC / HISTORICAL APPROACH IN TEACHING CHEMISTRY (1.5 H). THE DIMENSIONAL SCALE OF CHEMISTRY. USE OF MODELS AND MODELLING IN CHEMISTRY EDUCATION AND RELATED PROBLEMS (1H). EXAMPLES OF EFFECTIVE COURSES DESIGNED TO DEVELOP FUNDAMENTAL CHEMISTRY SUBJECTS THROUGH THE INTRODUCTION AND USE OF SPECIFIC MODELS (2 H). THEORETICAL, PSYCHO-PEDAGOGICAL CONTEXT OF THE MAIN CHEMISTRY TEACHING METHODS. SUMMARY OF THE MAIN LEARNING THEORIES: PEDAGOGICAL ACTIVISM, BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM, MULTIPLE INTELLIGENCE THEORY, THEORY OF INDIVIDUAL LEARNING STYLES. IMPLICATIONS OF LEARNING THEORIES IN CHEMISTRY EDUCATION (2H). INSTRUCTIONAL DESIGN IN CHEMISTRY EDUCATION. METHODS, TEACHING STRATEGIES AND PRACTICES FOR TEACHING CHEMISTRY. TEACHING METHODS RELATED TO THE NEED TO ORGANIZE KNOWLEDGE (PATTERN RECOGNITION) (1H). LABORATORY-CENTRED ACTIVITIES (EFFECTIVENESS, PROBLEMS, OBJECTIVES AND TYPES OF LABORATORY-CENTRED ACTIVITIES). (1H). CRITERIA AND METHODOLOGIES FOR THE CREATION OF AUTHENTIC TEACHING / LEARNING CONTEXTS INVOLVING STUDENT’S ACTIVE ROLE. ACTIVE LEARNING METHODOLOGIES IN CHEMISTRY EDUCATION (PROBLEM BASED LEARNING - PROBLEM SOLVING, COOPERATIVE LEARNING, PEER-PEER EDUCATION). (2H) EXAMPLES OF CHEMISTRY EDUCATIONAL UNITS COMBINING DIFFERENT TEACHING AND LEARNING ACTIVE METHODOLOGIES AND LABORATORY-CENTRED ACTIVITIES. (3H)

Contents

THE ROLE OF CHEMISTRY LANGUAGE WHEN TEACHING (1H). TEACHING CHEMISTRY IN AN EFFICIENT MANNER; FORMAL, INFORMAL AND PUBLIC LANGUAGE (1H). ORGANIZING A SCIENTIFIC PRESENTATION WITH PRACTICAL EXAMPLES (1H).
ORGANIZING CHEMISTRY KNOWLEDGES BY BUILDING CONCEPTUAL AND MENTAL MAPS (1H). CLASSROOM EXERCISES WHEN BUILDING CONCEPTUAL AND MENTAL MAPS (1). INTERNET AND SMARTPHONES AS TOOLS FOR TEACHING CHEMISTRY (1H).
TEACHING CHEMISTRY BY DIFFERENT METHODS (1H). CLASSROOM EXERCISES WHEN ORGANIZING A LESSON, INTRODUCTION ON THE ACID-BASE TEORY (1H).
MISCONCEPTS IN CHEMISTRY, CHEMOPHOBIA (1H). IMPROVING THE IMAGE OF CHEMISTRY BY TEACHING (1H). CHEMISTRY IN EVERYDAY LIFE (1H).
TEACHING CHEMISTRY BY THE METHOD OF THE 'FLIPPED CLASSROOM' (1H). STUDENTS EVALUATION (1H). TOOLS TO VERIFY THE PREPARATION OF THE STUDENTS (1H).
CURRENT TEACHING OF CHEMISTRY IN THE ITALIAN SCHOOL: ACCESSIBLE CLASSES TO CHEMISTS. OVERVIEW OF EPISTEMOLOGY, CRITICAL INVESTIGATION INTO THE NATURE AND EVOLUTION OF SCIENCE AND CHEMISTRY: THE SCIENTIFIC REVOLUTIONS, POPPER’S AND KUHN’S THEORIES (1.5H). KEY CONCEPTS OF CHEMISTRY AND ITS RELATIONS WITH OTHER SCIENTIFIC DISCIPLINES. THE ROLE OF CONCEPTUAL INTEGRATION IN UNDERSTANDING AND LEARNING CHEMISTRY. THE LOGICAL STRUCTURE OF CHEMISTRY, CHEMISTRY MODELS USEFUL FOR TEACHING: TRIANGULAR AND TETRAHEDRAL CHEMISTRY EDUCATION MODELS (JOHNSTON, MAHAFFY, SJSTRM). IMPLICATIONS OF MACROSCOPIC, MICROSCOPIC, SYMBOLIC AND HUMAN ELEMENT LEVELS FOR CHEMISTRY TEACHING. HUMANISTIC / HISTORICAL APPROACH IN TEACHING CHEMISTRY (1.5 H).
THE DIMENSIONAL SCALE OF CHEMISTRY. USE OF MODELS AND MODELLING IN CHEMISTRY EDUCATION AND RELATED PROBLEMS (1H). EXAMPLES OF EFFECTIVE COURSES DESIGNED TO DEVELOP FUNDAMENTAL CHEMISTRY SUBJECTS THROUGH THE INTRODUCTION AND USE OF SPECIFIC MODELS (2 H).
THEORETICAL, PSYCHO-PEDAGOGICAL CONTEXT OF THE MAIN CHEMISTRY TEACHING METHODS. SUMMARY OF THE MAIN LEARNING THEORIES: PEDAGOGICAL ACTIVISM, BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM, MULTIPLE INTELLIGENCE THEORY, THEORY OF INDIVIDUAL LEARNING STYLES. IMPLICATIONS OF LEARNING THEORIES IN CHEMISTRY EDUCATION (2H). INSTRUCTIONAL DESIGN IN CHEMISTRY EDUCATION. METHODS, TEACHING STRATEGIES AND PRACTICES FOR TEACHING CHEMISTRY. TEACHING METHODS RELATED TO THE NEED TO ORGANIZE KNOWLEDGE (PATTERN RECOGNITION) (1H).
LABORATORY-CENTRED ACTIVITIES (EFFECTIVENESS, PROBLEMS, OBJECTIVES AND TYPES OF LABORATORY-CENTRED ACTIVITIES). (1H). CRITERIA AND METHODOLOGIES FOR THE CREATION OF AUTHENTIC TEACHING / LEARNING CONTEXTS INVOLVING STUDENT’S ACTIVE ROLE. ACTIVE LEARNING METHODOLOGIES IN CHEMISTRY EDUCATION (PROBLEM BASED LEARNING - PROBLEM SOLVING, COOPERATIVE LEARNING, PEER-PEER EDUCATION). (2H) EXAMPLES OF CHEMISTRY EDUCATIONAL UNITS COMBINING DIFFERENT TEACHING AND LEARNING ACTIVE METHODOLOGIES AND LABORATORY-CENTRED ACTIVITIES. (3H)

	Teaching Methods
	CLASSROOM LESSONS BY USING PPT FILES, ANIMATION AND SOFTWARES TO BUILD AND VISUALIZE TRIDIMENSIONAL MOLECULES MODELS.

	Verification of learning
	ORAL EXAMINATION (FOR BOTH PARTS) BY DELIVERING A POWER POINT PRESENTATION OF ABOUT 20 MINUTES. THE LESSON (TO BE DELIVERED AT THE END OF THE TEACHING COURSE) WILL HAVE TO BE FOCUSED ON ONE OF THE TOPICS OF THE COURSE AND PROFESSORS WILL HAVE TO CONSULTED ONE WEEK BEFORE THE EXAMINATION TO AGREE ON THE SPECIFIC TOPIC. THE PLANNED DIDACTIC ACTIVITY SHOULD EMPHASIZE: THE TARGET, THE NEEDED PREREQUISITES AND SKILLS NECESSARY TO FACE THE DIDACTIC ACTIVITY, THE AIMED SKILLS AND OBJECTIVES (COGNITIVE AND METACOGNITIVE) TO BE REACHED AT THE END OF THE DIDACTIC ACTIVITY, METHODOLOGIES AND STRATEGIES USED IN THE DIDACTIC ACTIVITY TO BE CARRIED OUT IN THE CLASSROOM, TIME OF REALIZATION, THE METHODS FOR EVALUATION OF ACQUIRED SKILLS. PRACTICAL EXPERIMENTS ARE STRONGLY WELCOMED.

Verification of learning

ORAL EXAMINATION (FOR BOTH PARTS) BY DELIVERING A POWER POINT PRESENTATION OF ABOUT 20 MINUTES. THE LESSON (TO BE DELIVERED AT THE END OF THE TEACHING COURSE) WILL HAVE TO BE FOCUSED ON ONE OF THE TOPICS OF THE COURSE AND PROFESSORS WILL HAVE TO CONSULTED ONE WEEK BEFORE THE EXAMINATION TO AGREE ON THE SPECIFIC TOPIC. THE PLANNED DIDACTIC ACTIVITY SHOULD EMPHASIZE: THE TARGET, THE NEEDED PREREQUISITES AND SKILLS NECESSARY TO FACE THE DIDACTIC ACTIVITY, THE AIMED SKILLS AND OBJECTIVES (COGNITIVE AND METACOGNITIVE) TO BE REACHED AT THE END OF THE DIDACTIC ACTIVITY, METHODOLOGIES AND STRATEGIES USED IN THE DIDACTIC ACTIVITY TO BE CARRIED OUT IN THE CLASSROOM, TIME OF REALIZATION, THE METHODS FOR EVALUATION OF ACQUIRED SKILLS. PRACTICAL EXPERIMENTS ARE STRONGLY WELCOMED.

	Texts
	VALENTINI DOMINICI – INSEGNARE E APPRENDERE CHIMICA – MONDADORI LAURA CIPOLLA – METODI E STRUMENTI PER L’INSEGNAMENTO E L’APPRENDIMENTO DELLA CHIMICA – EDISES. G. VALITUTTI, A. TIFI, A. GENTILE – LA CHIMICA DELLA NATURA – ZANICHELLI G. VALITUTTI, M. FALASCA, A. TIFI, A. GENTILE – CHIMICA, CONCETTI E MODELLI. BLU – ZANICHELLI MATERIALE DIDATTICO DEI DOCENTI SCARICABILE DALLA PIATTAFORMA E-LEARNING ALL’INDIRIZZO HTTP://PAPAO.DIA.UNISA.IT/ELEARNING/COURSE/VIEW.PHP?ID=30.

Texts

VALENTINI DOMINICI – INSEGNARE E APPRENDERE CHIMICA – MONDADORI
LAURA CIPOLLA – METODI E STRUMENTI PER L’INSEGNAMENTO E L’APPRENDIMENTO DELLA CHIMICA – EDISES.
G. VALITUTTI, A. TIFI, A. GENTILE – LA CHIMICA DELLA NATURA – ZANICHELLI
G. VALITUTTI, M. FALASCA, A. TIFI, A. GENTILE – CHIMICA, CONCETTI E MODELLI. BLU – ZANICHELLI
MATERIALE DIDATTICO DEI DOCENTI SCARICABILE DALLA PIATTAFORMA E-LEARNING ALL’INDIRIZZO HTTP://PAPAO.DIA.UNISA.IT/ELEARNING/COURSE/VIEW.PHP?ID=30.

	More Information
	FOR THE ACADEMIC YEAR 22/ 23 PROFESSORS OF THIS TEACHING COURSE ARE: MARIA STRIANESE MSTRIANE@UNISA.IT SARA MENINNO SMENINNO@UNISA.IT

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Sara MENINNO | DIDACTICS OF CHEMISTRY