B6141 - Didattiche delle discipline e metodologie delle discipline di riferimento - A34

Learning outcomes

At the end of the course, the student:

• knows the main cognitive difficulties encountered in the learning chemistry and the ways proposed to address them

• knows the state of the art and the main acquisitions of research in chemistry teaching

• knows and critically evaluates the "Indicazioni nazionali" for learning chemistry

• designs short teaching sequences for the teaching and  learning of some basic chemical topics addressed in the ministerial guidelines, also critically using the handbooks adopted at secondary schools

• identifies the appropriate topics to develop trans- and interdisciplinary approaches in teaching the discipline.

Course contents

The course focus on some basic issues of the discipline referring also to the chemical contents reported in the national guidelines/indications for secondary schools and with particular attention to their historical evolution.

The role of models and modeling in chemistry teaching will be discussed using the example of the particle model for physical transformations and chemical transformations and for the conceptual transition from the macroscopic to the submicroscopic world.

The most diffuse alternative conceptions of some of the topics indicated below will be illustrated (also upon indication of the students) and a possible rationale planning of the related teaching activities will be proposed/discussed, also through a critical use of handbooks.

the ponderal laws;
the periodic system (from Mendeleev to modern classification);
the concepts of element, atom, molecule and ion;
the quantity of matter (mole) and Avogadro's constant;
the concept of chemical equilibrium;
the concept of acid and base;
oxidation-reduction reactions.

Prerequisites for following the course usefully

Solid knowledge of basic chemistry and good familiarity with consulting bibliographic material, including in English, are essential.

Readings/Bibliography

A Guidebook of Good Practice for the Pre-Service Training of Chemistry Teachers, Edited by I. Maciejowska and B. Byers, 2015. Link for free access: [https://www.euchems.eu/guidebook-on-pre-service-training-for-chemistry-teachers-a-success-story/] .

Ezio Roletto. La scuola dell'apprendimento. Didattiche disciplinari, modelli e applicazioni operative. Link for free access:[https://www.sends.unito.it/sites/www.sends.unito.it/files/SENDSRoletto%20ScuolaApprendimento.pdf] 

Teaching methods

The lessons will be carried out mainly in frontal mode, given the limited time available, while still leaving room for discussion on the various topics covered.

The "Virtual" platform will be used to make teaching materials available to corroborate and explore the topics covered in class and as a place for feedback from the teacher, or students, on any learning consolidation activities.

Assessment methods

Provided that the minimum mandatory percentage of participation is confirmed and that possible assignments have been handed in as requested during the lectures, the assessment of the learning outcome of the course will take place during the final examination for the teaching qualification in the focal discipline, as stated in the Art. 9 of the DPCM 08/04/2023.

Teaching tools

Blackboard, videoprojector, "Virtuale" platform, Teams platform

Office hours

See the website of Sergio Zappoli