GED0539

Methods and practice of teaching chemistry

Ms D Corrigan

12 points - 2 hours per week - Full-year subject - Clayton - Prerequisites: Bachelor of Science or Applied Science with a major study in chemistry, a minor study in chemistry or biochemistry is essential

Objectives Upon successful completion of this subject, students should have developed knowledge and understandings about appropriate chemistry content for Years 7-12 that takes into account the intelligibility, plausibility and fruitfulness of this content; appropriate contexts for the teaching of chemistry content, that accounts for the experiences, social and cultural backgrounds of their clientele; appropriate teaching strategies and support resources (human and material) for teaching chemistry; the principles of scientific thinking and the problems school science commonly face in this area; the difference between a science of an application and the application of some science, and how this influences the organisation and presentation of chemistry; various purposes of assessment and monitoring so that they are useful to both teachers and students. Students should have developed skills which will enable them to select and use a range of teaching procedures that will foster motivation and purposeful, independent learning in their students; design a range of assessment and monitoring instruments that reflect a wide range of learning achievements in their students. Students should have developed a philosophy for what chemistry teaching means; an appreciation for the relationship between science, technology and society; an awareness of the barriers raised to girls by traditional science and chemistry curricula; an appreciation for the value of practising real world chemistry.

Synopsis This subject focuses on the relationship between learning and teaching in the context of chemistry. Much time is spent exploring appropriate teaching strategies and contexts for use in chemistry classes in Years 7 to 12 and methods for assessing and monitoring students. An appreciation for the relationship between science, technology and society is also encouraged. All students will be expected to participate in a camp to be held in March 1998.

Assessment A precondition for a pass in this method is a pass in practice teaching and 80% attendance at all timetabled classes. A satisfactory level of achievement is also required for each of the following tasks - Presentation: 20% - Assignments: 60% - Portfolio: 20%

Recommended texts

Baird J R and Mitchell I J Improving the quality of teaching and learning: An Australian case study - the PEEL project PEEL Group, 1986 (available from the Faculty of Education)
Baird J R and Northfield J R Learning from the PEEL experience 2nd edn, PEEL Publishing, 1995
Driver R and others (eds) Children's ideas in science Open U P, 1984
Fensham P J, Gunstone R F and White R T The content of science: A constructivist approach to its teaching and learning Falmer, 1994
Grant P and others Better links: Teaching strategies in the science classroom STAV Publishing, 1990
Osborne R J and Freyberg P Learning in science: The implications of children's science Heinemann, 1985
Victorian Board of Studies Curriculum and standards framework: Science VBOS, 1995
Victorian Board of Studies VCE study design chemistry VBOS, 1996
White R T and Gunstone R Probing understanding Falmer, 1992

References

Common C and others Chemistry two 2nd edn, Heinemann, 1991
Elvins C and others Chemistry one 2nd edn, Heinemann, 1990

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