LO_1 choose an experiment that is compatible with given teaching goals and organize an inquiry-learning based lesson.
LO_2 anticipate the risk and safety rules that should be obeyed during the experimental procedure.
LO_3 develop didactical materials for a planned chemistry lesson.
LO_4 link given teaching goals with experimental observations.
LO_5 re-scale given experiment and perform it with simple kit and less chemicals.
LO_6 anticipate knowledge and skills that pupils need to have acquired before to participate in the planned chemistry lesson.
LO_7 make a didactical and methodological review of peer's or own teaching lesson.
Introduction to school laboratory procedures (1): Storing chemicals. Preparing and storing stock-solutions. Safety and risk assessment. First-aid. Working with burners and open flame. Measuring (mass, volume, etc.). Use of various computer aids (drawing the structural diagrams and chemical apparatus, educational and scientific databases, smart-board). Preparation of various teaching-materials.
Selected subjects: Physical and chemical properties. Separation methods. Chemical laws. Energy and chemical change. Solutions and colloids. Chemical kinetics. Chemical equilibria. Acid-base theories. Basic electrochemistry.
Methodology: At the beginning of the laboratory course (first 3-4 weeks) students are introduced to basic school-laboratory rules and also with their appointments to the course itself. After that (weeks 5-15) students practice and pursue acquired knowledge and skills. Each student gets (or choose) one (or several) chemical demonstrations in order to organize learner-centered and inquiry-learning based chemistry lessons. For the planned lessons student has to define the aimed teaching goals. Also, learning outcomes, skills and competences that pupils need to have acquired and developed before, in order to participate in the planned lecture, have to be defined. It is obligatory to prepare and master performance of the chosen experiments, to present them to the teacher and peers from the study-group and to present and explain the aimed teaching goals. Correspondingly, working-sheets, appropriate power-point presentation and other needed didactical materials have to be prepared, presented and explained. Teacher and the peers form the study-group assess and comment methodical and didactical characteristics of the presented lesson and given presentation.
- ---: 1. Grupa autora, Praktikum iz metodike nastave kemije 1 (skripta).; 2. Niz kemijskih udžbenika, domaćih i stranih, za sve razine učenja kemije.; 3. M. Sikirica, Zbirka kemijskih pokusa za osnovnu i srednju školu, Školska knjiga, Zagreb, 2011.