Ateneo - UPO

The course will concern active and passive teaching methods, applying them to subjects of chemistry and focusing on the problems related to their learning / teaching.

Copies of the slides shown during the course will be available on D.I.R. together with other useful material. The following texts are recommended: -M. Castagna, Progettare la formazione, FrancoAngeli; - V. Domenici, Insegnare e apprendere la Chimica, Ed. Mondadori Università, Milano, 2018; - Cipolla, Didattica della Chimica - Metodi e strumenti per l’insegnamento e l’apprendimento della chimica, EdiSES; - Y. Vercher, N. Gerber, Chimica in casa – Atomi e molecole tra le mura domestiche, Ed. Dedalo; - G. Paladino, C. Spalatro, Didattica capovolta: matematica e scienze, Ed. Centro studi Erickson.

The course aims: (i) to raise awareness of issues related to the teaching / learning chemistry; (ii) to suggest teaching strategies based on the involvement of the student as an active subject; (iii) to offer future teachers the opportunity to compare each other and with more experienced teachers; (iv) to describe educational pathways aimed to develop transversal skills.

Course contents of General and Inorganic Chemistry.

Lessons with active engagement of the students and collective discussions; lesson simulations.

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/servicesstudents-physical-or-learning-disabilities. Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The oral exam will consist of a short lecture on a chemistry topic chosen by the student. Assessment criteria include clarity of presentation, coherence of the proposed educational path and lesson structure, clarity of the learning objectives, organization of topics, use of correct scientific language, and the effectiveness of the teaching methodologies employed. Additionally, the student's ability to answer follow-up questions for clarification on the lecture topic will be evaluated. To pass the exam, students must at least demonstrate knowledge and understanding of the fundamental concepts and use appropriate scientific language. The maximum score will be awarded to those who demonstrate an excellent level in all the skills and abilities listed below.

Chemistry in the school. Introduction to epistemology. Introduction to learning models. Skills teaching. Passive teaching methodologies: lesson. Active teaching methodologies: case studies, simulations, flipped classrooms, laboratories, problem-solving, etc. Importance and use of new technologies: blended learning, use of videos, brainstorming tools, etc. Application of these methods to chemistry topics (matter and mole, periodic table, redox reaction, acids and bases) and to current topics (green chemistry, sustainability, pollution, etc). During the lessons, whenever the opportunity arises, attention will be focused on gender-related topics.

Knowledge and understanding: skills teaching, effective teaching methods. Applying knowledge and understanding: ability to explain in clear and effective way, ability to build an didactic pathway. Making judgements: ability to interpret and rationalize basic concepts from a critical point of view with a scientific approach. Communication skills: acquisition of a vocabulary of chemical terms to be able to expose chemical-scientific topics and to answer the pupils’ questions in a precise, concise and clear manner. Learning skills: ability to autonomously study in depth a subject to be presented.