Fundamentals of chemistry didactics

pedagogical qualifications

Classroom

During the course, students acquire the knowledge, skills and competences needed to construct a chemistry teacher's workshop. This subject, like other subjects of the didactic and pedagogical-psychological block, prepare students for teaching practice at school.

During the classes the following issues will be discussed: traditional school and its contemporary concepts; learning goals and their formulation; curriculum and its implementation, planning of didactic work and building the distribution of teaching content; teaching methods, including activating methods and cooperative learning; school textbooks and their use in teaching-learning; information technologies and their use in teacher's work; educational programs and internet resources supporting teaching-learning; designing a school lesson and rules for writing class scenarios; methodological and organizational innovations in the teacher's work (e.g. reverse lessons); organization of educational activities at work with a child with special educational needs; the classroom communication process and its importance for good education; teacher's language as a teaching tool; techniques for building lectures and asking questions; assessment process at school: assessment rules and methods; teacher tools for process diagnosis and learning outcomes; "reflective practitioner" tasks; assessment of school work efficiency; concept of educational added value.

The above-mentioned issues will be raised in relation to chemistry and its place in framework timetables at individual educational stages, intra- and cross-curricular integration; content of the core curriculum and its use in the teaching-learning process.

Classes are conducted according to the author's project.

Books on chemistry didactics:

1. Anna Galska-Krajewska, Krzysztof M. Pazdro, Didactics of chemistry, Państwowe Wydawnictwa Naukowe, Warszawa 1990.

2.edited by Andrzej Burewicz, Hanna Gulińska, Chemistry didactics, Wydawnictwo Naukowe UAM, Poznań 1993, 2002.

3. edited by A. Siporska, M. M. Chrzanowski, Didactics of Science in International Curricula, SCRIPT sc, Warsaw 2017.

4. Józef Soczewka "Podstawy nauczania chemii", Wydawnictwa Szkolne i Pedagogiczne, Warszawa 1975.

5. Czesław Kupisiewicz "Podstawy dydaktyki ogólnej", PWN, Warszawa 1984.

Materials from workshop classes.

Knowledge. The student knows:

- the most important components of the teacher's workplace;

- didactic principles;

- categories of learning objectives and their constituent elements;

- various teaching methods;

- levels of teacher professional advancement;

- components of the outline;

- advantages and disadvantages of small-scale experimentation;

- the curriculum for chemistry teaching;

- pros and cons of small scale experimentation;

- stages of shaping concepts (according to Okoń and Jammer);

- types of models used in chemical education;

- differences between teaching chemistry in different systems (national, bilingual and IB);

- components of the lesson outline;

- flipped lesson concept;

- types of tasks;

- terminology regarding the control of students' knowledge;

- types of special educational needs.

Skills. The student can:

- create a chemistry teacher's workplace;

- apply didactic principles in teaching;

- create learning objectives;

- choose appropriate teaching methods;

- write outlines;

- formulate observations and conclusions from experiments;

- use the core curriculum for chemistry teaching;

- develop experiments on both a typical and small scale;

- list and describe the stages of shaping concepts (according to Okoń and Jammer) and identify them in the school handbook;

- list the differences between teaching chemistry in different systems (national, bilingual and IB);

- develop a lesson outline;

- develop material distribution;

- list the differences between a typical lesson and an inverted lesson;

- list the types of tasks;

- list the types of student knowledge checks;

- create a tool to control students' knowledge;

- create an outline of the repetitive lesson;

- design an experience using computer support;

- take into account special educational needs when planning a lesson.

Competence. Student:

- cares about the quality and diligence of activities;

- demonstrates the ability to adapt to new situations;

- understands the need to adapt teaching materials to the students' abilities;

- correctly identifies and resolves dilemmas related to the teaching profession.

The final grade will be based on:

- essays;

- final test.

The attendance register will be kept during stationary classes (checking the attendance list).

The maximum number of absences to be excused is 2.

Obtaining the final grade in the correction session will be possible after passing essays and final test.

Teacher training in school is necessary for reaching the final qualification.