Primary teacher education

Activity type

Discipline chimiche

SSD

CHIM/06

Year

2nd year

Semester

1st semester

CFU

2

Hours distribution

16 classroom hours

Lecturers

TERESA CELESTINO

Activity type

Discipline chimiche

SSD

CHIM/03

Year

2nd year

Semester

1st semester

CFU

2

Hours distribution

16 classroom hours

Lecturers

TERESA CELESTINO

Knowledge and ability to understand
The course does not aim to provide the bases to teach Chemistry in its conceptual structure to future teachers, but, after revising some basic concepts, to experiment a viable way to contribute, together with other disciplinary areas, to the achievement of objectives proposed by the 2012 National Guidelines for primary school and childhood.
Applying knowledge and understanding
The student must be able to autonomously choose practical and training programs and experiences useful for the transmission of the scientific method applied to the observation of phenomena related to the structure of matter. He will be able to self-assess his teaching and educational skills in the field of chemistry in full autonomy.
Making judgements
The student must be able to clearly and adequately illustrate information related to educational and teaching situations related to the field of chemistry and easily observable in everyday life using "classic" and multimedia means of communication.
Lifelong learning skills
The student must have as its objective the autonomous understanding of the scientific method that passes through the phenomenological observation of situations that involve chemistry. Furthermore, the student is expected to acquire team learning skills for the realization of collective projects.

Module: Stories atoms
The aims of the course is to provide the basic elements of general chemistry and of the history and epistemology of chemistry, in order to achieve the necessary methodological skills for the subject teaching.
Topics: states of aggregation and particle model of matter, Periodic Table of the elements, chemical bonds, solutions, acids and bases, electrochemistry.
Particular emphasis will be given to the interpretation of chemical and chemical-physical phenomena by particle model of matter, and to the historical paths that led to the distinction between atoms and molecules. The basic concepts and their historical-epistemological foundations will be treated jointly with issues relating to chemical education in kindergarten and primary school, the implications of which affect more general pedagogical issues related to the school and preschool age.


Module: Stories molecules
The aims of the course is to provide the basic elements of general chemistry and of the history and epistemology of chemistry, in order to achieve the necessary methodological skills for the subject teaching.
Particular emphasis will be given to the interpretation of chemical and chemical-physical phenomena by particle model of matter, and to the historical paths that led to the distinction between atoms and molecules. The basic concepts and their historical-epistemological foundations will be treated jointly with issues relating to chemical education in kindergarten and primary school, the implications of which affect more general pedagogical issues related to the school and preschool age.

Module: Stories atoms
There are no mandatory starting requirements, although it is preferable to have a basic knowledge of chemistry that should be acquired at the end of upper secondary school.


Module: Stories molecules
There are no mandatory starting requirements, although it is preferable to have a basic knowledge of chemistry that should be acquired at the end of secondary school.

Module: Stories atoms
Chemistry and alchemy.
The toolbox: measurement and physical quantities. Educational experiences related to the construction of measuring instruments and their use.
The physical states of matter, heating curves and phase diagrams of pure substances. Educational experiences on the physical states of matter and the characterization of pure substances.
Separation of mixtures and related educational experiences.
Interpretation of phenomena through the particle model of matter.
The fundamental laws of chemistry.
Pedagogical arguments in favor of an early initiation to chemistry.
Considerations on the nature of chemical language and on the links between chemistry and literature and the figurative arts.


Module: Stories molecules
Chemistry and alchemy.
The toolbox: measurement and physical quantities. Educational experiences related to the construction of measuring instruments and their use.
The physical states of matter, heating curves and phase diagrams of pure substances. Educational experiences on the physical states of matter and the characterization of pure substances.
Separation of mixtures and related educational experiences.
Interpretation of phenomena through the particle model of matter.
The fundamental laws of chemistry.
Pedagogical arguments in favor of an early initiation to chemistry.
Considerations on the nature of chemical language and on the links between chemistry and literature and the figurative arts.

Module: Stories atoms
"La chimica maestra. La didattica della chimica per futuri maestri". Authors: R. Carpignano, G, Cerrato, D. Lanfranco, T. Pera. Baobad, 2013.
Teaching materials provided by the teacher.
Any high school chemistry textbook for reference.


Module: Stories molecules
"La chimica maestra. La didattica della chimica per futuri maestri". Authors: R. Carpignano, G, Cerrato, D. Lanfranco, T. Pera. Baobad, 2013.
Teaching materials provided by the teacher.
Any high school chemistry textbook for reference.

Module: Stories atoms
N/D
Module: Stories molecules
N/D

Module: Stories atoms
Interactive lessons with simple experiments and digital simulations of chemical phenomena.


Module: Stories molecules
Interactive lessons with simple experiments and digital simulations of chemical phenomena.

Module: Stories atoms
Attendance is not mandatory but is strongly recommended, especially for students who have not studied chemistry adequately in secondary school.


Module: Stories molecules
Attendance is not mandatory but is strongly recommended, especially for students who have not studied chemistry adequately in secondary school.

Module: Stories atoms
The following aspects will be assessed:
knowledge related to the illustrated historical-epistemological path;
the ability to design practical experiences with children from nursery and primary school (from the chemical laboratory to the artistic performance);
the ability to contextualize the educational value of chemistry within a pedagogical framework;
the ownership of language and the use of specific terminology;
the ability to make connections between the topics studied.


Module: Stories molecules
The following aspects will be assessed:
knowledge related to the illustrated historical-epistemological path;
the ability to design practical experiences with children from nursery and primary school (from the chemical laboratory to the artistic performance);
the ability to contextualize the educational value of chemistry within a pedagogical framework;
the ownership of language and the use of specific terminology;
the ability to make connections between the topics studied.

Module: Stories atoms
During the exam, I will ask three types of questions, respectively related to the axes: historical-epistemological, didactic, pedagogical.
Examples of questions related to the historical-epistemological axis:
Why did the particle model take centuries to be accepted by the scientific community?
Explain how Amedeo Avogadro managed to clarify the distinction between elements and compounds at the particle level.
Why does Proust's law not agree with an infinitely divisible model of matter?
Examples of questions related to the didactic axis:
Give an example of embodied learning in chemistry.
What experiences could you design to help fifth-grade students understand state transitions?
Illustrate some chemical laboratory experiences suitable for pre-school level.
Examples of questions related to the pedagogical axis:
In your opinion, which pedagogist has formulated a theory of education in which chemistry could occupy a relevant place? Justify your answer.


Module: Stories molecules
During the exam, I will ask three types of questions, respectively related to the axes: historical-epistemological, didactic, pedagogical.
Examples of questions related to the historical-epistemological axis:
Why did the particle model take centuries to be accepted by the scientific community?
Explain how Amedeo Avogadro managed to clarify the distinction between elements and compounds at the particle level.
Why does Proust's law not agree with an infinitely divisible model of matter?
Examples of questions related to the didactic axis:
Give an example of embodied learning in chemistry.
What experiences could you design to help fifth-grade students understand state transitions?
Illustrate some chemical laboratory experiences suitable for pre-school level.
Examples of questions related to the pedagogical axis:
In your opinion, which pedagogist has formulated a theory of education in which chemistry could occupy a relevant place? Justify your answer.

Module: Stories atoms
N/D
Module: Stories molecules
N/D