COURSE GOALS: Development of the competencies that are needed to organize learner-centered chemistry lessons based on experiments and inquiry-based learning.
LEARNING OUTCOMES AT THE LEVEL OF THE PROGRAMME:
1. KNOWLEDGE AND UNDERSTANDING
1.6. demonstrate knowledge and understanding of new insights into contemporary physics and chemistry teaching methods and strategies
1.8. integrate physics and chemistry content knowledge with knowledge of pedagogy, psychology, didactics and teaching methods courses
2. APPLYING KNOWLEDGE AND UNDERSTANDING
2.6. prepare and perform classroom physics and chemistry experiments and interpret the results of observation
2.7. apply basic laboratory safety and security measures
2.10. create a learning environment that encourages active engagement in learning and promotes continuing development of pupils' skills and knowledge
2.11. plan and design appropriate teaching lessons and learning activities based on curriculum goals and principles of interactive enquiry-based teaching
3. MAKING JUDGMENTS
3.2. develop clear and measurable learning outcomes and objectives in teaching based on curriculum goals
3.3. reflect on and evaluate their own practice of teaching
3.4. accept responsibilities in planning and managing teaching duties
3.5. demonstrate professional integrity and ethical behavior in work with pupils and colleagues
4. COMMUNICATION SKILLS
4.1. communicate effectively with pupils and colleagues
4.2. present complex ideas clearly and concisely
5. LEARNING SKILLS
5.1. search for and use professional literature as well as any other sources of relevant information
5.2. remain informed of new developments and methods in physics, chemistry and education
5.3. develop a personal sense of responsibility for their professional advancement and development
LEARNING OUTCOMES SPECIFIC FOR THE COURSE:
At the end of the course the students will be able to:
1. Choose an experiment that is compatible with given teaching goals and organize an inquiry-learning based lesson.
2. Anticipate the risk and safety rules that should be obeyed during the experimental procedure.
3. Develop didactical materials for a planned chemistry lesson.
4. Link given teaching goals with experimental observations.
5. Re-scale given experiment and perform it with simple kit and less chemicals.
6. Anticipate knowledge and skills that pupils need to have acquired before to participate in the planned chemistry lesson.
7. Make a didactical and methodological review of peer's or own teaching lesson.
Course content given by weekly class schedule:
1.-4. Chemistry as a lecture course (aims and goals of chemistry teaching, chemistry as science and as teaching subject, the role of teacher in advancing the science education)
5.-6. Teaching strategies (experiment as central and basic element of a chemistry lecture, learner-centered teaching, inquiry-learning, team-work, work in pairs, individual work, conventional lecturing)
7.-8. Teaching plans and programs (specific goals and the age of pupils, standards for making teaching plans and programs, choosing teaching subjects, defining learning outcomes, qualitative and quantitative analysis of primary- and secondary school teaching programs, evaluation of the syllabus, methods and teaching outcomes, evaluation of the textbooks and other teaching materials)
9. Interdisciplinary courses
10.-11. Chemical classroom (chemical classroom, materials and chemicals, making and using teaching aids, safety and risk assessment for experimental work, misconceptions as a consequence of teaching process)
12.-15. Teacher build-up for the course (language and communication, psychological and material build-up for: new school semester, teaching subject and theme, written materials for a lecture, blackboard plan, evaluation of pupil's learning achievements).
Methodology: Subjects are presented in various ways (presentations, discussions, experimental work, individual work, invited lectures of in-service teachers). A part of the course is presented by a number of lectures that are organized by student-lecturer team work. Those lectures have to be applicable in primary and secondary school chemistry courses (the psychological age of the pupils have to be respected). Course has its web-portal and include e-learning strategies.
REQUIREMENTS FOR STUDENTS:
Regular attendance, active participation, preparation and evaluation of the teaching materials for the seminar-lectures
GRADING AND ASSESSING THE WORK OF STUDENTS:
Student achievements and progress are constantly discussed and assessed during the course by teacher and finally by a written exam.
- 1. M. Sikirica, Metodika nastave kemije, Školska knjiga, Zagreb, 2003.
2. Udžbenici, priručnici za nastavnike, radne bilježnice i zbirke zadataka za osnovne i srednje
škole (različiti autori, izdavači i godine izdanja)
3. Međunarodni časopisi koji se bave kemijskim obrazovanjem: Education in Chemistry,
Journal of Chemical Education, Naturwissenschaften im Unterricht Chemie
4. M. Sikirica, Zbirka kemijskih pokusa za osnovnu i srednju školu, Školska knjiga, Zagreb,
- DOPUNSKA LITERATURA:
1. Udžbenici PREDMETA prethodnika
2. Različiti interni nastavni materijali