URL study guide
https://tue.osiris-student.nl/onderwijscatalogus/extern/cursus?cursuscode=ES1X0&collegejaar=2025&taal=enDescription
In Teaching Chemistry 1, students gain insight into developing theoretical and didactic concepts in the broad field of chemistry and learn about the goals of chemistry education. The course provides students with a practical toolkit for a smooth start in the early years of teaching. Attention is also given to didactic pitfalls and challenges that beginning teachers may encounter in their professional practice. The topics:Goals of Chemistry Education
Using the subject structure and chemistry curriculum in combination with chemistry final exams, students gain insight into the goals of chemistry education and become familiar with the dilemmas in school chemistry. An initial introduction to new developments in chemistry education takes place.
The learning of concepts
Students reacquaint themselves with part of the material from 3rd grade havo/vwo, the organization of concepts and rules (3rd grade havo/vwo), and concept formation in students during these phases. Despite the use of good definitions, descriptions, and analogies, every teacher is confronted with misconceptions: a wrong interpretation of the offered material by the student. After completing this module, the student can better empathize with students and respond appropriately to didactic pitfalls and challenges that the school subject of chemistry entails.
Assessment in Chemistry
Assessment plays a significant role in education. Different assessment forms and their application in education are covered in this module, as well as their assessment and evaluation. Criteria and tools for targeted assessment and evaluation, both in terms of product and process, are discussed. With this knowledge, the student applies the process of test development, assessment, and evaluation in their school practice (workplace learning). Additionally, the student designs a test assignment for context-based education.
Teaching Methods and Differentiation
Various active teaching methods that can be used in high school chemistry classes are studied. A student will devise active teaching methods for one of the subtopics within the curriculum. Students learn chemistry in their own way. Supporting learning with different teaching methods and pedagogical variation ensures that each student is addressed in their own way. Attention is paid to differentiation within the school subject of chemistry.
Problem Solving
The chemistry teacher is at a higher level in the subject matter than the student. We study systematic problem-solving, where the student gains insight into the process of problem-solving in students and develops tools to identify and analyze this in students. The starting point is the student's own way of problem-solving, as well as that of their peers.
Professionalization
Professional teachers are crucial for achieving good education. In the context of chemistry didactics, students are introduced to aspects of expertise promotion for the professional development of teachers.
In Chemistry Didactics 1, there will also be a focus on lesson preparation, lesson organization, and lesson evaluation.
Objectives
The student:is familiar with the core objectives of lower secondary education and the final attainment levels of upper secondary education in havo and vwo chemistry and can link these logically.
is able to construct and analyse different kinds of assignments / tests; the student is familiar with different kinds of test policies.
is familiar with different misconceptions within school chemistry both in lower and upper secondary education and can demonstrably respond to them.
can use different educational and didactic theories to evaluate their own chemistry lessons and activities.
can use the theory of systematic problem solving to help students with chemistry assignments in various ways.
can effectively use different activating forms of work in his chemistry lessons.
is familiar with the topics in the chemistry curriculum and can design an appropriate, activating introduction to them.
can formulate a vision on teaching chemistry and act accordingly.
has insight into the possibilities for further professional development of a teacher.