Universität Wien FIND

Due to the COVID-19 pandemic, changes to courses and exams may be necessary at short notice. Inform yourself about the current status on u:find and check your e-mails regularly.

Please read the information on https://studieren.univie.ac.at/en/info.

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

270309 SE Einführung in die Didaktik der Chemie (2020W)

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. 50 participants
Language: German

Lecturers

Classes

Wednesdays 10:15-11:45 / 13:-15-14:45 (online seminar)


Information

Aims, contents and method of the course

This course gives an introduction to the emerging science of didactics in chemistry. Several aspects such as Learner Conceptions, Conceptual Change, Learners' Competences in Science Classes, Didactical Reconstruction, Lesson Planing and others will be discussed. Students will design micro-teachings focussing on one selected area of school chemistry. Micro-teachings will be discussed and reflected upon within the group.

Assessment and permitted materials

The assessment consists of the following parts:
1.) active participation (10%)
2.) analysis of research articles and online tutorials (30%)
3.) analysis of teaching materials (10%)
4.) microteaching/presentation including preparation and all materials (20%)
5.) final interview (30%)

Minimum requirements and assessment criteria

Regular and active attendance, submitting the required contributions on time (1 to 5). 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).
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.
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

1LA-Ch 62, UF CH 13

Last modified: Th 24.09.2020 13:09