Course Identification

Title:

Chemistry module: Issues in chemistry education

Code:

20226031

Lecturers and Teaching Assistants

Lecturers:

Prof. Ron Blonder, Dr. Shelley Rap

TA's:

N/A

Course Schedule and Location

Year:

2022

Semester:

First Semester

When / Where:

Tuesday, 13:00 - 16:00, WSoS, Rm 2

First Lecture:

14/12/2021

End date:

01/02/2022

Field of Study, Course Type and Credit Points

Science Teaching (non thesis MSc Track): Lecture; Obligatory; Regular; 2.00 points

Comments

2nd year
FGS, Rm 2

Prerequisites

No

Restrictions

Participants:

10

Language of Instruction

Hebrew

Attendance and participation

Obligatory

Grade Type

Pass / Fail

Grade Breakdown (in %)

Attendance

20%

Interim:

20%

Final:

50%

Other :

10%

Oral presentation

Evaluation Type

Final assignment

Scheduled date 1

Date / due date

N/A

Location

N/A

Time

-

Remarks

N/A

Estimated Weekly Independent Workload (in hours)

2

Syllabus

The course is a guided reading course, introducing current research papers in chemistry education. The papers that will be introduced, read, and discussed will be in the following topics: Chemical literacy, High order thinking skills, argumentation, SDGs (the sustainable development goals) and will be focused on climate change and clean energy.

Learning Outcomes

Upon successful completion of the course- students should be able to:

Be able to recognize the parts of a full argument.
Be able to implement effective pedagogy for teaching argumentation.
Pose a well-reasoned argument on the topics of climate change and clean energy.
Familiar with leading literature on argumentation

Reading List

Erduran, S., Ozdem, Y., & Park, J. Y. (2015). Research trends on argumentation in science education: A journal content analysis from 1998–2014. International Journal of STEM Education, 2(1), 1-12.‏

Osborne, J. (2005). The role of argument in science education., Research and the quality of science education (pp. 367–380). Dordrecht: Springer.

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.‏

Osborne, J., Erduran, S., Simon, S., & Monk, M., (2002). Enhancing the quality of argumentation in school science. School Science Review, June 2001, 82(301).

Simon, S., Erduran, S., Osborne, J. (2002). Enhancing the quality of argumentation in school. Science paper presented at the Annual Meeting of the National Association for Research in Science Teaching. April, 7-10, 2002, New Orleans, USA.

Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.‏

Toulmin, S. E. (1958). The uses of argument. Cambridge University Press.‏

UN [United Nations] General Assembly. (2011). High-level Meeting on Addressing Desertification, Land Degradation and Drought in the Context of Sustainable Development and Poverty Eradication. A/65/861.

UN [United Nations] General Assembly. (2012). Resolution adopted by the General Assembly on 27 July 2012 66/288. The Future we Want.

Additional research papers will be chosen by the students and will be included in the course.

Website

N/A