Universität Wien
Warning! The directory is not yet complete and will be amended until the beginning of the term.

270148 PS Fundamentals of Chemistry Education: Theories, Concepts, and Models (2026W)

2.00 ECTS (2.00 SWS), SPL 27 - Chemie
Continuous assessment of course work
We 07.10. 10:15-11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42

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).
Register/Deregister for this course

Details

max. 15 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

The course will take place in two separate parts:
* Part I (Elisabeth Hofer): October, 7 2026 to Novenber, 18 2026, 10:15-11:45, Seminarraum 4, Institut Physikalische Chemie HP, Währinger Straße 42 2H22
* Part II (Anja Lembens / Alexandra Teplá): November, 25 2026 to January, 27 2027, 10:15-11:45, Seminarraum 5 der AECCs, Porzellangasse 4, Stiege 2, 3. Stock, Raum 311

Participation in the first session (October, 7 2026) is obligatory

  • Wednesday 14.10. 10:15 - 11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42
  • Wednesday 21.10. 10:15 - 11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42
  • Wednesday 28.10. 10:15 - 11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42
  • Wednesday 04.11. 10:15 - 11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42
  • Wednesday 11.11. 10:15 - 11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42
  • Wednesday 18.11. 10:15 - 11:45 Seminarraum 4 Institut Physikalische Chemie HP Währinger Straße 42

Information

Aims, contents and method of the course

Students gain insight into the discipline of chemistry didactics and its diverse fields of application. Based on current developments, fundamental concepts and instructional approaches to chemistry teaching are presented and worked on by students in tasks and short teaching sequences. The aim is to link theoretical considerations in chemistry didactics with issues from teaching practice. The following topics, among others, will be discussed:
o Objectives of contemporary chemistry teaching: scientific literacy, competence orientation, concept of education, chemistry teaching for ALL learners, (Taking into account diversity factors such as language, gender, etc.), learners' perceptions
o Central content aspects of chemistry teaching: dealing with contexts, learning content, levels of representation in chemistry, language challenges in chemistry teaching and learning, learning to inquire, media and materials, nature of science
o Professional knowledge of chemistry teachers
o Model of educational reconstruction and lesson planning
o Lesson planinng

Assessment and permitted materials

The assessment of the course consists of the following components:
1. Active participation (20%)
2. Completion of tasks in a learning journal (25%)
3. Interim discussion on key concepts (15%)
4. Analysis of instructional materials based on diversity considerations (language, gender, culture) (15%)
5. Planning and presentation of a teaching unit, including materials (25%)

Minimum requirements and assessment criteria

Regular and active attendance, submitting the required contributions on time. The course can only be completed successfully if the planning and presenting of a teaching sequence is assessed positively.

Examination topics

Course with active student participation

Reading list

Barke, H.-D. (2006). Chemiedidaktik – Diagnose und Korrektur von Schülervorstellungen. Berlin: Springer
Barke, H.-D. (2015). Brönsted-Säuren und Brönsted-Basen. Chemie & Schule, 30 (1)
Barke, H.-D., Harsch, G., Kröger, S. & Marohn, A. (2018). Chemiedidaktik kompakt: Lernprozesse in Theorie und Praxis. Springer..
Beck, H. (2020). Das neue Lernen heißt Verstehen. Berlin: Ullstein
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.
Forster, J. K. (2014) Gedächtnis und Gehirn. Stuttgart: Reclam
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.
Greutmann, P.; Saalbach, H.; Stern, E. (Hrsg.) (2021). Professionelles Handlungswissen für Lehrerinnen und Lehrer. Stuttgart: Kohlhammer
Hopf, M., Lembens, A. & Kapelari, S. (Hg.). (2017). Kompetenz. plusLucis.
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.
Lo, Mun Ling (2015). Lernen durch Variation – Implementierung der Variationstheorie in Schule und Bildungsforschung. Münster: Waxmann
Merzyn, G. (2017). Merkmale guter Lehrer in Physik, Chemie, Biologie. PhyDid 16 (2017) 1, 67-80
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).
Paul, J., Schanze, S., & Sieve, B. F. (Eds.). (2024). Fachdidaktik Chemie in Theorie und Praxis. Springer-Verlag.
Rehm, M. (Hrsg.) (2018). Wirksamer Chemieunterricht. Schneider bei wbv
Roth, G. (2017). Was das Gehirn zum Lernen braucht – Neurokognitive Tipps für die Schule. BiuZ 47 (2017) 5, 326-331
Sommer, K., Wambach-Laicher, J. & Pfeifer, P. (Eds.). (2022). Chemiedidaktik in Übersichten. Klett/Kallmeyer.
Sommer, K., Wambach-Laicher, J. & Pfeifer, P. (2025). Konkrete Fachdidaktik Chemie: Grundlagen für das Lernen und Lehren im Chemieunterricht. Klett/Kallmeyer.
Streller, S., Bolte, C., Dietz, D. & Noto La Diega, R. (2019). Chemiedidaktik an Fallbeispielen – Anregungen für die Unterrichtspraxis. Springer.
Wilhelm, M. (2016). Ein Einstieg, der den Unterrichtsverlauf trägt. Profil, 16, 34–35.

Weitere Literatur wird im Seminar zur Verfügung gestellt.

Association in the course directory

BA-UF CH 08, UF CH 13

Last modified: We 02.09.2026 09:47