Chemistry didactics

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In chemistry lessons , students should be instructed to discover and examine substances , substance properties and substance conversions and to apply their research results to new problems

Chemistry didactics is the didactics for chemistry . As subject didactics , it shows how chemistry lessons can be taught in terms of content and methodology in such a way that students are introduced to the basic knowledge of chemistry as motivated and effectively as possible. In addition to the methods of teaching chemistry, meaningful contents of the basic knowledge of chemistry are therefore linked as logically as possible and presented in a motivating and learning-goal-oriented manner (see article Didactic Reduction and Chemistry Lessons).

Chemistry didactics is imparted on the one hand during studies at universities or colleges , and on the other hand in the second phase of teacher training ( legal clerkship ) in the specialist seminar at teacher or study seminars .

The Friedrich Stromeyer Prize , the Heinrich Roessler Prize and the Heinz Schmidkunz Prize of the Society of German Chemists are awarded at the annual conference of the Chemistry Education Section (FGCU) for chemistry didactics. The teachers' association MNU, the German association for the promotion of STEM teaching, is aimed more at teachers .

The "Didactic Map of Chemistry" provides information about the locations and focuses of didactic research and teaching in Germany and neighboring areas.

Topics of chemistry didactics

history

The genesis of chemistry as a school subject is closely linked to the development of secondary schools and secondary schools as well as agricultural schools . Rudolf Arendt ( Didactics and Methodology of Chemistry Lessons , 1895) from Leipzig is considered to be the founder of chemistry didactics . He and Ferdinand Wilbrand from Hildesheim have the merit of having freed chemistry lessons in schools from the subject matter of universities. In the late 19th century, three approaches emerged that still exist today:

  • The material systematic approach: The known materials and classes of materials are dealt with in a fixed order, following the example of university teaching. (Baenitz)
  • the synthetic approach: progressing from the simple to the more complex, the chemical reaction is used as a didactic guideline. (Arendt)
  • the analytical approach: In subject areas, more complicated processes are broken down into simpler factors. (Wilbrand)

The first approaches to scientific and chemical-oriented subject didactics go back to the pedagogues Martin Wagenschein and Georg Kerschensteiner ( Essence and Value of Natural Science Education , 1913). In the Nazi state, mainly a descriptive chemical chemistry was practiced. After 1945 the value of the experiment was increased and a structure-property concept was first described in 1962 by the Swiss Hans Rudolf Christen . Chemistry-didactic professorships were only established around 1970 with the expansion of universities and the natural sciences and the emergence of subject didactics.

Focus

Discovery learning - experimental lessons in chemistry

As the “professional science” of chemistry teachers, chemistry didactics according to Pfeifer, Häusler, Lutz u. a. the following focuses on:

  • Objectives and content of chemistry lessons (general and based on the specific type of school from elementary school and secondary level I and II to vocational school or university)
  • Implementation of technical content to the respective level of the learner and knowledge of the necessary conditions ( didactic reduction , elementaryization )
  • Presentation of specialist content in an understandable, contemporary and interesting format ( methodology of chemistry didactics)
  • Knowledge of the forms of communication and the planning, implementation and evaluation of chemistry lessons for specific target groups (including review of learning results, monitoring of learning success)
  • Establishing and observing occupational safety and accident prevention regulations in chemistry classes ( planning, performing and evaluating experiments , safe handling of laboratory equipment and chemicals / hazardous substances in the classroom as well as in the chemistry laboratory )
  • Scientific evaluation of the national educational standards for middle and higher school qualifications

Didactic individual aspects and contents

Didactic derivation of the formula language of chemistry, here using the example of the
conversion of iron and sulfur to iron (II) sulfide

Individual aspects and contents of chemistry didactics are accordingly:

  • The history of chemistry class
  • The relationship between the reality of life and specialist science and chemistry lessons
  • The technical language in chemistry lessons (including naming groups of substances and creating chemical formulas and reaction equations )
  • Paths and acquisition of knowledge, including the propaedeutic of science
  • problem-oriented procedures (e.g. research-based teaching )
  • Concepts, competencies and learning objectives in chemistry lessons
  • Logic, articulation, induction / deduction , empirical procedure, discovering and understanding the basic laws of chemistry e.g. B. through experiments / school trials
  • Principles of material selection and arrangement (including didactic reduction / elementization: laws, rules, empirical values)
  • Teaching process, planning, implementation and analysis (including evaluation) of the teaching
  • Motivation and illustration through experiments (e.g. demonstration experiments such as the demonstration experiment " Barking Dog ")
  • Computer applications and other media in chemistry classes (e.g. models , work banners, chemistry textbook)
  • School level and school type orientation of chemistry lessons
  • Examples of lesson series for different grades and school types
  • Dealing with chemistry-specific learning success reviews (e.g. exams , exercises, tests) and final exams (e.g. Abitur )
  • gender-specific differences in motivation for the subject

literature

  • Johann Norrenberg : History of Science Education , 1904
  • Siegfried Nöding, Fritz Flohr: Methodology, Didactics and Practice of Chemistry Classes, Quelle & Meyer, Heidelberg 1979 ISBN 3-494-00936-8
  • Irene Strube , R. Stolz, H. Remane: History of Chemistry: An Overview from the Beginnings to the Present , 2nd Edition, Deutscher Verlag der Wissenschaften, Berlin 1988 (Notes on chemistry lessons in schools)
  • Norbert Just: History and scientific structure of chemistry didactics: Interaction between general didactics and subject didactics - illustrated by the historical development of the subject chemistry didactics in the second half of the 19th century . Dissertation Duisburg (1988), Essen 1989
  • Norbert Just / H.-J. Schmidt (Ed.): Basic lines of German chemistry didactics, contributions to the first all-German summer symposium (natural sciences and teaching - didactics in discussion), Westarp, Essen 1992
  • H.-J. Becker et al .: Fachdidaktik Chemie , 2nd edition, Aulis-Verlag, 1992, ISBN 3-7614-1409-9
  • Trend reports on chemistry didactics. In: Nachrichten aus der Chemie , Wiley, 2004–2010, each issue 3
  • Heinz Schmidkunz : Research in didactic chemistry in Germany. An overview. In: H. Bayrhuber u. a. (Ed.): Teaching and learning research in subject didactics. Studien-Verlag, Innsbruck 2001, pp. 47–54
  • Sommer , Katrin / Wambach-Laicher, Judith / Pfeifer, Peter: Konkrete Fachdidaktik Chemie , Friedrich-Verlag 2018 ISBN 978-3-7614-2969-3

Didactic journals

See also

Individual evidence

  1. ^ Subject didactics of chemistry - Interactive map of chemistry didactics. Retrieved November 2, 2019 .
  2. 1840–1914, professor and director of the Hildesheim Agricultural School
  3. Carl Baenitz, 1837--1913, teacher in Königsberg / Pr., Wrote The Science Lessons in Community, Middle and Higher Daughter Schools , Berlin 1869
  4. Just worked in the late 19th century. on-line
  5. Pfeifer, Peter; Häusler, Karl; Lutz, Bernd: Concrete subject didactics chemistry . Oldenbourg, 2002, ISBN 978-3-637-82842-1 .
  6. HJ Becker: Chemistry - an unpopular school subject . In: MNU . tape 31 , 1978, p. 455 .