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270309 SE Einführung in die Didaktik der Chemie (2020W)
Continuous assessment of course work
Labels
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).
- Registration is open from Tu 01.09.2020 08:00 to Fr 25.09.2020 23:59
- Deregistration possible until Fr 25.09.2020 23:59
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%)
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.
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