About This Course
We believe that a meaningful science experiment should be a deliberated functional part of a specific instructional strategy, within a well chosen and defined teaching model. In this course students will discuss Inductive and Deductive Inquiry, Direct instruction model, Concept attainment model, Concept development model, Suchman inquiry model, Socratic discussion model and Cooperative learning model. Students will relate their own experience to learning theories and empirical research evidence.
How to use science home experiments for achieving specific learning goals within different instructional strategies and teaching models?
After the course, the participant is able to:
- Distinguish between teaching models and allocate them to specific learning goals.
- Analyze science home experiments from the perspectives of learning goals, content knowledge and building the meaning.
- Design an experimental fragment of a lesson plan within a defined teaching model and explain reasons for choosing this specific teaching approach.
Home experiments are lately becoming rather popular, especially in chemistry education, due to their accessibility and safety. Many teachers use them not only for homework assignments, but also for school work. There are many materials on “fun chemistry” being a great source of inspiration, however, seldom supplemented with adequate didactical explanation. This might support using these experiments preferably as a powerful motivating element, a sort of a “magic”, while not fully using their potential for promoting pupils´cognitive skills development.
The course is using Moodle environment
, also available for limited guest access.