|Title||ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΧΗΜΕΙΑΣ ΚΑΙ ΤΟ ΠΕΙΡΑΜΑ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΧΗΜΕΙΑΣ / Didactics of Chemistry and the Role of Experimenting in Chemistry Teaching|
|Cycle / Level||1st / Undergraduate|
Programme of Study: PPS-Tmīma CΗīmeías (2016-sīmera)
Registered students: 88
|THEŌRĪTIKĪ CΗĪMEIA KAI CΗĪMIKĪ EKPAIDEUSĪ||Elective Course belonging to the selected specialization (Elective Specialization Course)||8||4||5|
|CΗĪMIKĪ ANALYSĪ-PERIVALLON-ĪLEKTROCΗĪMEIA||Optional Courses||8||4||5|
|CΗĪMIKĪ SYNTHESĪ-VIOCΗĪMEIA KAI VIOEFARMOGES||Optional Courses||8||4||5|
|CΗĪMIKĪ TECΗNOLOGIA KAI VIOMĪCΗANIKĪ CΗĪMEIA||Optional Courses||8||4||5|
|Academic Year||2019 – 2020|
|Class ID|| |
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
Due to the construction of the current curriculum, the students have come already in contact with all the main aspects of Chemistry.
The students are expected at the end of the course to be able to: 1. Understand the main points within a chapter of any textbook they have to teach. 2. Organize these points in a form of an hour of teaching. 3. Organize the appropriate supporting material for presentation during teaching. 4. Plan a discussion with the students about the results and conclusions reached after the teaching is finished. 5. Answer any simple question put forwrad by students as well as ones based on student misconceptions on the topics taught. 6. Organize and setup the school lab room. 7. Organize the appropriate experiments in line with the Ministry of Education requirements but not overlooking the specific conditions occurring as well as the educational outcome of the experiments.
- Apply knowledge in practice
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Design and manage projects
- Appreciate diversity and multiculturality
- Respect natural environment
- Be critical and self-critical
Course Content (Syllabus)
Historical aspects of teaching and especially of teaching science. Teaching of Chemistry in the secondary school. Description of the case of Greek high school. Description of the main theories in the didactics of science. Problems specific to teaching Chemistry in the secondary school. Student misconceptions in Chemistry and methods to amend them. The experiment in the teaching of Chemistry. Setup of the chemistry lab. Organization of the experiment in order to achieve the maximum educational result. Groups of proposed experiments for carrying out in the school laboratory.
Educational Material Types
- Slide presentations
- Video lectures
- published manuscript
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Computer presentation through mainly PPT files is used during the lectures and overhead projector is applied in some of the experiments demonstrated in the lab. Exchange of e-mail messages between the teacher and the students is not confined only to the lecturing period but extends until the examinations.
Student evaluation is based on their response to the experimental and theoretical work assigned to them during class hours, on their achievements in the classroom as teachers and on their own evaluation as presented in their final report.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Performance / Staging (Formative, Summative)
- Written Exam with Problem Solving (Formative, Summative)
- Report (Formative, Summative)
- Labortatory Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Στοιχεία Διδασκαλίας της Χημείας. Περικλής Ακρίβος, εκδόσεις ΖΗΤΗ, Θεσσαλονίκη.
Additional bibliography for study
Στην ιστοσελίδα του μαθήματος στην πλατφόρμα elearning υπάρχουν ή και προστίθενται κατά περίπτωση, διεθνείς βιβλιογραφικές εργασίες που σχετίζονται με το αντικειμενο του μαθήματος.