Investigation of possible alternative concepts of the basic chemical terms with the attendees - future teachers of the chemistry. Introduction to the chemical terms where students misconceptions are most frequent. Train attendees to: (a) take care so their teaching will not cause adoption of wrong concepts, (b) identify, investigate and change students' alternative concepts.
Course content given by weekly class schedule:
1. Introduction [Piaget theory of cognitive development, educational constructivism - children's ideas and their properties, pre-conceptions, misconceptions / alternative concepts, teaching chemistry (macroscopic, particulate, and symbolic levels, the structure of chemical knowledge)]
2. Pre-requirements for the formation of chemical alternative concepts / misconceptions (historical development of science-perception and intuitive interpretation of the phenomena, everyday language and scientific meaning of the term, impact of the initial formal teaching on the formation of the concept / misconception, inconsistent use of terminologies at different levels of education, teaching without adequate
3.-5. The teacher - a possible source of wrong chemical ideas (investigation of possible alternative concepts of the basic chemical terms to the attendees; conversation, discussion, conceptual tests based on the educational research, realized observations during the experiment and presented mental models)
6.-8. Review of chemical terms difficult to teach and understand (analysis of identified misconceptions, educational research and chemical alternative concepts - types and properties of matter, physical and chemical changes, particle concept of matter, structure-property relationship, the fundamental laws of chemistry, chemical equation, stoichiometry ? conceptual understanding vs algorithmic problem solving, chemical equilibrium, acid-base concept, oxidation-reduction concept, energy)
9. The study of students misconceptions - theoretical background (methods and strategies of research in education, Bloom's taxonomy, diagnostic interview, a diagnostic test - the tasks of association, writing or selecting the definition, conceptual tasks, discussion of a case (experiment) or event, conceptual mapping, etc.)
10. Teaching strategies and changing misconceptions (resistance of alternative ideas to the traditional teaching, review of methods and models proposed in the chemical educational literature - suggestions for learning and teaching)
11.-14. Designing teaching modules for selected concepts (working with a mentor, seminars and workshops)
15. Analysis and testing of the impact of teaching methods to change the misconceptions identified
from activity 3rd -5th.
Methodology: Subjects are presented in various ways (presentation, conversation, discussion, experimental work, individual work). A part of the course is presented by a number of lectures that are organized by student-lecturer team work. Modules are designed to be appropriate for pupils age in elementary or secondary school. The Course has its web-portal and includes e-learning strategies.
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