Analyzing the conceptual basis of modern Chemistry comparing the ancient vision of matter as a compound of four elements with the discovery of the Periodic table of elements, the concepts of molecule, valency, and chemical reaction.
Presenting the first ideas about chemistry from a superior point of view: states of matter and their transitions, solutions, the geometric structure of crystals, some elements like metals, oxygen, hydrogen, and chemical composition of substances.
Deepening the fundamental aspects of the methodology for teaching Chemistry to children: observing objects and substances, the microscope, laboratory experiments, questioning further than candid ideas, the dialogue with the teacher and among peers, and the ability of accounting for scientific information.
In terms of knowledge and understanding:
- know the elementary chemistry to which children can be approached in pre-primary and primary school, using disciplinary, epistemological and historical elements;
- know the crucial topics of chemistry education in pre-primary and primary school.
In terms of the ability to apply knowledge and understanding:
- promote the ability to carry out educational activities appropriate to the age of children aimed at introducing the topics of chemistry in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory;
- promote an overall history of the initiation of children to thought in the cycle of pre-primary and primary school.
In terms of making judgments:
- develop the ability to deal with educational situations in schools and to make educational decisions;
- encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research.
In terms of communication skills:
- develop the ability to bring chemistry and scientific thought closer to children with appropriate tools, instruments, examples, sounds, objects starting from experience and through problems, developing the skills for dialogue in the scientific-philosophical field and the ability to represent geometric and symbolic.
In terms of learning skills:
- promoting skills and interest in the history and epistemology of chemistry, through books and articles, courses and conferences, with discernment and depth.
Presenting the first ideas about chemistry from a superior point of view: states of matter and their transitions, solutions, the geometric structure of crystals, some elements like metals, oxygen, hydrogen, and chemical composition of substances.
Deepening the fundamental aspects of the methodology for teaching Chemistry to children: observing objects and substances, the microscope, laboratory experiments, questioning further than candid ideas, the dialogue with the teacher and among peers, and the ability of accounting for scientific information.
In terms of knowledge and understanding:
- know the elementary chemistry to which children can be approached in pre-primary and primary school, using disciplinary, epistemological and historical elements;
- know the crucial topics of chemistry education in pre-primary and primary school.
In terms of the ability to apply knowledge and understanding:
- promote the ability to carry out educational activities appropriate to the age of children aimed at introducing the topics of chemistry in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory;
- promote an overall history of the initiation of children to thought in the cycle of pre-primary and primary school.
In terms of making judgments:
- develop the ability to deal with educational situations in schools and to make educational decisions;
- encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research.
In terms of communication skills:
- develop the ability to bring chemistry and scientific thought closer to children with appropriate tools, instruments, examples, sounds, objects starting from experience and through problems, developing the skills for dialogue in the scientific-philosophical field and the ability to represent geometric and symbolic.
In terms of learning skills:
- promoting skills and interest in the history and epistemology of chemistry, through books and articles, courses and conferences, with discernment and depth.
teacher profile teaching materials
- Teaching sciences: the role of history in science teaching (The structure scientific revolutions, T. Kuhn ); the scientific method according to the vision of Mary Everest Boole; meaning of anomalies in the history of science; the false myth of certain knowledge and absolute truth.
- Ordinary associations with the word chemistry: a microscopic view coupled with the preconception of chemistry as responsible for pollution. A humanistic vision of science and chemistry.
- Why teaching chemistry in the primary school: between scientific illiteracy, practical utility in everyday life and education for democracy (Roald Hoffmann, The same and not the same)
The role of teacher in science teaching, the importance of mimesis and storytelling.
The prehistoric origins of chemistry and chemistry today: beyond mistrust and hyperspecialization.
- Topics of chemistry in primary school. Chemistry from macro to micro. The role of the unconscious in child science education.
- The matter: definitions and key concepts through a microscopic analysis, didactic examples. Matter seen according to a historical approach: between finite and infinite (the importance of existential questions); the development of the Aristotelian and atomistic conception.
- The atom: The atomic model today and the periodic table today. Subatomic particles, features and functions. Orbitals and electronic configuration. The Lewis structure. The periodic table: periodic properties of the elements (atomic radius, first ionization energy, electron affinity and electronegativity). Didactic examples, good and bad practices. The renaissance of atom conception and the affirmation of atomism (Gutemberg, Galilei, Gassendi, Boyle): the role of air and gases.
- Modern chemistry: the different views of atom, element and compound. Lavoisier: element and compound. The Ponderals Law and the concept of molecule. The law of conservation of mass. Didactical experiments on the law of conservation of mass. Towards a quantitative approach (Van Helmont). Proust and Dalton. Dalton's atomic theory. Molecules: Avogadro and Gay-Lussac. The Mole.
- Chemical bond: strong bonds (ionic bond, covalent, metallic); weak interactions (Van der Waals forces, Hydrogen bond). From the macroscopic properties of matter (shape, size, hardness, color etc.) to the nature of chemical bonds.
- The chemistry of mixtures: heterogeneous and homogeneous mixtures. Solutions: solute and solvent, functions and interactions. Phase transitions. The influence of temperature and pressure on phase transitions. Water phase diagram. How to quantify a solution (molarity, molality and volume percentage). The polarity, examples. Solubility variation with temperature and pressure. Dispersions: suspensions, foams and emulsions. Colligative properties.
- Chemical transformations, historical path. Alchemy. Reversible and irreversible chemical processes (Examples) Why do reactions occur? Reaction rate (Examples): Collision Theory, activation energy, catalysts. Examples. Combustion, didactic examples. Exo and endo-thermic reactions (didactic examples).
-Acid-Base reactions. Historical path of acid and base theory. Qualitative and quantitative approach. Arrhenius theory: examples and limits. Bronsted-Lowry theory, examples. Lewis theory. Didactic proposals.
Magrone P. Millan Gasca A. I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci, 2018
Nivaldo J. Tro., Introduzione alla chimica, Pearson, 2013
Programme
- Teaching sciences: the role of history in science teaching (The structure scientific revolutions, T. Kuhn ); the scientific method according to the vision of Mary Everest Boole; meaning of anomalies in the history of science; the false myth of certain knowledge and absolute truth.
- Ordinary associations with the word chemistry: a microscopic view coupled with the preconception of chemistry as responsible for pollution. A humanistic vision of science and chemistry.
- Why teaching chemistry in the primary school: between scientific illiteracy, practical utility in everyday life and education for democracy (Roald Hoffmann, The same and not the same)
The role of teacher in science teaching, the importance of mimesis and storytelling.
The prehistoric origins of chemistry and chemistry today: beyond mistrust and hyperspecialization.
- Topics of chemistry in primary school. Chemistry from macro to micro. The role of the unconscious in child science education.
- The matter: definitions and key concepts through a microscopic analysis, didactic examples. Matter seen according to a historical approach: between finite and infinite (the importance of existential questions); the development of the Aristotelian and atomistic conception.
- The atom: The atomic model today and the periodic table today. Subatomic particles, features and functions. Orbitals and electronic configuration. The Lewis structure. The periodic table: periodic properties of the elements (atomic radius, first ionization energy, electron affinity and electronegativity). Didactic examples, good and bad practices. The renaissance of atom conception and the affirmation of atomism (Gutemberg, Galilei, Gassendi, Boyle): the role of air and gases.
- Modern chemistry: the different views of atom, element and compound. Lavoisier: element and compound. The Ponderals Law and the concept of molecule. The law of conservation of mass. Didactical experiments on the law of conservation of mass. Towards a quantitative approach (Van Helmont). Proust and Dalton. Dalton's atomic theory. Molecules: Avogadro and Gay-Lussac. The Mole.
- Chemical bond: strong bonds (ionic bond, covalent, metallic); weak interactions (Van der Waals forces, Hydrogen bond). From the macroscopic properties of matter (shape, size, hardness, color etc.) to the nature of chemical bonds.
- The chemistry of mixtures: heterogeneous and homogeneous mixtures. Solutions: solute and solvent, functions and interactions. Phase transitions. The influence of temperature and pressure on phase transitions. Water phase diagram. How to quantify a solution (molarity, molality and volume percentage). The polarity, examples. Solubility variation with temperature and pressure. Dispersions: suspensions, foams and emulsions. Colligative properties.
- Chemical transformations, historical path. Alchemy. Reversible and irreversible chemical processes (Examples) Why do reactions occur? Reaction rate (Examples): Collision Theory, activation energy, catalysts. Examples. Combustion, didactic examples. Exo and endo-thermic reactions (didactic examples).
-Acid-Base reactions. Historical path of acid and base theory. Qualitative and quantitative approach. Arrhenius theory: examples and limits. Bronsted-Lowry theory, examples. Lewis theory. Didactic proposals.
Core Documentation
Asimov I., Breve storia della chimica. Introduzione alle idee della chimica, Zanichelli, 2011Magrone P. Millan Gasca A. I bambini e il pensiero scientifico. Il lavoro di Mary Everest Boole. Carocci, 2018
Nivaldo J. Tro., Introduzione alla chimica, Pearson, 2013
Type of evaluation
Exam duration 90 minutes