| Chemistry and chemistry teaching
(objectives)
Analyzing the conceptual basis of modern Chemistry comparing the ancient vision of matter as a compound of four elements with the discovery of the Periodic table of elements, the concepts of molecule, valency, and chemical reaction.
Presenting the first ideas about chemistry from a superior point of view: states of matter and their transitions, solutions, the geometric structure of crystals, some elements like metals, oxygen, hydrogen, and chemical composition of substances.
Deepening the fundamental aspects of the methodology for teaching Chemistry to children: observing objects and substances, the microscope, laboratory experiments, questioning further than candid ideas, the dialogue with the teacher and among peers, and the ability of accounting for scientific information.
In terms of knowledge and understanding:
- know the elementary chemistry to which children can be approached in pre-primary and primary school, using disciplinary, epistemological and historical elements;
- know the crucial topics of chemistry education in pre-primary and primary school.
In terms of the ability to apply knowledge and understanding:
- promote the ability to carry out educational activities appropriate to the age of children aimed at introducing the topics of chemistry in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory;
- promote an overall history of the initiation of children to thought in the cycle of pre-primary and primary school.
In terms of making judgments:
- develop the ability to deal with educational situations in schools and to make educational decisions;
- encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research.
In terms of communication skills:
- develop the ability to bring chemistry and scientific thought closer to children with appropriate tools, instruments, examples, sounds, objects starting from experience and through problems, developing the skills for dialogue in the scientific-philosophical field and the ability to represent geometric and symbolic.
In terms of learning skills:
- promoting skills and interest in the history and epistemology of chemistry, through books and articles, courses and conferences, with discernment and depth.
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Code
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2290602 |
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Language
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ITA |
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Type of certificate
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Profit certificate
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Credits
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4
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Scientific Disciplinary Sector Code
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CHIM/06
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Contact Hours
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30
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Type of Activity
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Core compulsory activities
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Teacher
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VENDITTI IOLE
(syllabus)
- Teaching science: the role of history in science teaching (The structure of scientific revolutions T. Kuhn); the scientific method according to the vision of M. E. Boole; the significance of anomalies in the history of science; the false myth of certain knowledge and absolute truth.
- What we associate with the word chemistry: a microscopic vision combined with the prejudice of chemistry as responsible for pollution. A humanistic vision of science and chemistry.
- Why teach chemistry in primary school: between scientific illiteracy, practical usefulness in everyday life and education for democracy (R. Hoffmann, Chemistry in the Mirror)
The role of the teacher in science teaching, the importance of mimesis and storytelling.
The prehistoric origins of chemistry and chemistry today: beyond distrust and hyperspecialization.
- Which chemistry topics should be covered in primary school. Chemistry as a magnifying glass on reality: from macro to micro. How to develop this approach. The role of the unconscious in children's scientific education.
- The subject seen according to a classic teaching approach: definitions and key concepts through a microscopic analysis and some teaching examples. The subject seen according to a historical didactic approach: between finite and infinite (the importance of existential questions); the development of the Aristotelian and atomistic conceptions.
- The atom: The atomic model today and the periodic system today. Subatomic particles, characteristics and functions. Orbitals and electronic configuration. The Lewis structure. The periodic system, the periodic properties of the elements (atomic radius, first ionization energy, electronic affinity and electronegativity). Didactic examples, good and bad practices. The rebirth of the atom and the affirmation of atomism (Gutenberg, Galilei, Gassendi, Boyle): the role of air and gases.
- The birth of modern chemistry: how the concepts of atom, element and compound change over time. Lavoisier: element and compound. The Ponderal Laws and the concept of molecule. The law of conservation of mass. Didactic experiments on the law of conservation of mass. Towards a quantitative approach (Van Helmont). The laws of weight: Proust and Dalton. Dalton's atomic idea. The affirmation of the concept of molecule: Avogadro, Gay-Lussac. Amount.
- The chemical bond: strong bonds (ionic, covalent, dative covalent, metallic bond); weak interactions (Van der Waals forces, hydrogen bonding). From the macroscopic properties of matter (shape, size, hardness, color etc.) to the nature of chemical bonds.
- The chemistry of mixtures: heterogeneous and homogeneous mixtures. Solutions: solute and solvent, functions and interactions. The transitions of state. The influence of temperature and pressure on state transitions: energy considerations on the mobility of molecules and atoms. The phase diagram of water. How to quantify a solution (molarity, molality and volume percentage). Polarity: like dissolves like, examples and educational videos. Solubility and variation in relation to temperature and pressure. Dispersed systems: suspensions, foams and emulsions. Examples of dispersed systems. Notes on surfactants. Educational proposals on water. Colligative properties: influence of the quantity of solute on the properties of a generic solution (from macro to micro). Teaching proposals.
- Chemical Transformations. From the idea of transformation to the concept of reaction: historical journey. Alchemy. Reversible and Irreversible Chemical Processes (Examples) Why do reactions occur? The speed of chemical processes, hints at the concept of Chemical Kinetics (Examples): Collision Theory, activation energy. What influences the reaction rate: concentration, temperature and catalysts. Examples. Combustion, didactic examples on combustion. Exo- and endo-thermal reactions (Didactic examples).
-Acid-Base Reactions Historical path of the acid-base theory. Qualitative and quantitative approach. Arrhenius theory: examples and limits. Bronsted-Lowry theory, examples. Concept of acid and conjugate base. Lewis theory. Teaching proposals.
-Egan and multiple understanding. Pinocchio in science teaching
(reference books)
I bambini ed il pensiero scientifico . Mary Boole. A cura di P.Magrone ed A. Millan Gasca, Carocci
Introduzione alla chimica, Nivaldo Tro, Pearson
Breve storia della chimica, I. Asimov, Zanichelli
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Dates of beginning and end of teaching activities
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From to |
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Delivery mode
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Traditional
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Attendance
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not mandatory
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Evaluation methods
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Written test
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Università Roma Tre