MONASH UNIVERSITY FACULTY HANDBOOKS

Education Handbook 1996

Authorised by Academic Registrar, April 1996

GED0539

Methods and practice of teaching chemistry

Ms D Corrigan

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 values or attitudes in 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; 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 1996.

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: 30% + Workshop: 10% + Portfolio: 40% + Practical investigations: 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 Baird and Northfield, 1992 (available from the Faculty of Education)
• 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 Press, 1994
• Grant P and others Better links: Teaching strategies in the science classroom STAV, 1990
• Oates C J and others Science education - some Australian practices and perspectives Curriculum Development Centre, Canberra, 1980
• Osborne R J and Freyberg P Learning in science: The implications of children's science Heinemann, 1985
• White R T Learning science Blackwell, 1988
• White R T and Gunstone R Probing understanding Falmer, 1992

References

• Common C and others Chemistry two Heinemann, 1991
• Elvins C and others Chemistry one Heinemann, 1990
• McTigue P and others Chemistry: Key to the earth MUP, 1982