This textbook is a comprehensive chemistry didactics resource for chemistry teacher educators, chemistry teachers and trainees. It provides research-grounded and practical-based pedagogical experiences, examples and frameworks for chemistry teachers, as well as a foundation for planning and implementing productive chemistry lessons. The book provides a conceptual and practical roadmap illuminating which didactic knowledge elements are relevant for becoming a chemistry teacher.
The book starts off with a pedagogically laden however experience-based justification for the relevance of chemistry didactics, and then progressively breaks down the different knowledge elements that form a complete set of the didactic knowledge and skill elements a teacher needs for teaching. Concrete examples are provided to allow the reader to operationalize the ideas and concepts presented in the book.
The structure of the chapters enables the reader to engage progressively and actively with its contents and provided examples, allowing a deep understanding of the diverse links between the presented topics, forming a complete set of the didactic knowledge and skills relevant for successful chemistry teaching.
The Nature of Chemical knowledge.- Becoming a chemistry teacher.-
Preparing to teach chemistry.- The role of students misconceptions and
alternative conceptions in the learning of chemistry.- Models, their nature
and role in chemistry and in teaching.- Assessment in chemistry.- Practical
Work in Chemistry.- Teaching chemistry with technology.- Teaching and
learning chemistry outdoors.- Integrating sustainability issues in
chemistry.- School practice: Learning in and from practice.
Festo Kayima is an associate professor in the Department of Teacher Education, Norwegian University of Science and Technology, Norway. His research and teaching are in the area of science education in general and chemistry didactics in particular. Festos research focuses on the teachers knowledge for teaching and its development. He has published work that covers several science didactic topics including, questioning in chemistry classrooms, classroom and effective discourse practices, teachers professional and classroom knowledge elements and their development, graduate attributes for science teacher trainees, and as well as the applicability of chemistry didactics knowledge elements offered in teacher education in real teaching situations.
