Universität Wien FIND
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270049 SE Introduction to didactics of chemistry (2020S)

2.00 ECTS (2.00 SWS), SPL 27 - Chemie
Continuous assessment of course work

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes

Wednesdays 10:15-11:45, seminar room 5 of the AECCs, Porzellangasse 4/2


Information

Aims, contents and method of the course

This course gives an introduction to the fast developing science of didactics in chemistry. Several aspects such as learner conceptions, Conceptual Change, competences in science, didactical reconstruction, lesson planning and others will be discussed. The main focus is chemistry teaching and the barriers for a basic understanding of chemistry. Students will design micro-teachings focussing on one selected area of school chemistry and reflect on them within the peer group.

Assessment and permitted materials

The assessment consists of the following parts:
1.) active participation
2.) analysis of research articles and online tutorials
3.) analysis of teaching material
4.) microteaching including preparation and all materials
5.) final interview

Minimum requirements and assessment criteria

Regular and active attendance, submitting the required contributions on time. The course can only be completed successfully if the final interview is assessed positively.

Examination topics

Course with active student participation

Reading list

Barke, H.-D. (2015). Brönsted-Säuren und Brönsted-Basen. Chemie & Schule, 30 (1).
Carr, M. (1984). Model confusion in chemistry. Research in Science Education, 14 (1), 97–103.
Duit, R. (2010a). Didaktische Rekonstruktion. Piko-Brief (3), 1–5.
Duit, R. (2010b). Schülervorstellungen und Lernen von Physik. Piko-Brief (1), 1–5.
Garnett, P. J., Garnett, P. J. & Hackling, M. W. (1995). Students alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69–95.
Hopf, M., Lembens, A. & Kapelari, S. (Hg.). (2017). Kompetenz. Plus Lucis.
Johnstone, A. (1991). Why is science difficult to learn? Journal of Computer Assisted Learning, 7, 75–83.
Johnstone, A. (2000). Teaching of Chemistry - logical or psychological? Chemistry Education Research and Practice, 1, 9–15.
Kind, V. (2004). Beyond Appearances: Students' Misconceptions About Basic Chemical Ideas.
Möller, K. (2019). Lernen von Naturwissenschaften heißt: Vorstellungen verändern. In P. Labudde & S. Metzger (Hg.), utb Pädagogik. Fachdidaktik Naturwissenschaft: 1. - 9. Schuljahr (3. Aufl., S. 59–70).
Wilhelm, M. (2016). Ein Einstieg, der den Unterrichtsverlauf trägt. Profil, 16, 34–35.

Association in the course directory

UF CH 13

Last modified: We 22.04.2020 14:28