Course Identification

• Course Description:

  This course provides a foundational overview of key themes in chemistry education, tailored for practicing teachers. It explores the nature of teaching and learning chemistry at the secondary level, with attention to pedagogical, cognitive, and affective dimensions. Participants will engage with research-based principles, reflect on their teaching practices, and consider innovations in chemistry instruction.

  Topics Covered:

• Goals and Objectives of Chemistry Education
  – Purposes of teaching chemistry in secondary schools
  – Societal and educational roles of chemistry

• Fundamental Concepts and Misconceptions in Chemistry
  – Core ideas (e.g., particles, structure, bonding, energy, chemical change)
  – Common student misconceptions and strategies for addressing them

• Multiple Levels of Representation and Understanding in Chemistry
  – Macroscopic, submicroscopic, and symbolic levels
  – The challenges of moving between levels

• Laboratory Learning: Learning in and from the Chemistry Lab
  – The role of practical work in chemistry education
  – Designing and assessing meaningful lab experiences

• Motivation and Engagement in Chemistry Learning
  – Theories of motivation
  – Strategies to foster student interest and curiosity

• Using ICT to Promote Chemistry Learning
  – Digital tools, simulations, and virtual labs
  – Integrating technology effectively into instruction

• Professional Development and Reflective Practice
  – Lifelong learning and collaboration among chemistry teachers
  – Research-based teaching and teacher inquiry

• Current Trends and Challenges in Chemistry Education
  – Sustainability, green chemistry, and contemporary issues
  – Preparing students for future careers in science and technology

Upon successful completion of the course, students will be able to:

1. Critically discuss key issues and current trends in chemistry education, including the role of chemistry in society and education.

2. Understand and apply theoretical frameworks related to content knowledge, procedural knowledge, and epistemic knowledge in chemistry, and analyze how these forms of knowledge are reflected in the Israeli chemistry curriculum.

3. Bridge the gap between research and classroom practice by integrating findings from chemistry education research into teaching strategies and lesson design.

4. Analyze students’ difficulties and misconceptions in core chemistry topics, and develop pedagogical strategies to address them.

5. Understand and utilize multiple representations in chemistry (macroscopic, submicroscopic, symbolic) to support meaningful learning.

6. Design and evaluate chemistry laboratory activities that promote inquiry, conceptual understanding, and student engagement.

7. Promote student motivation and interest in chemistry, using evidence-based approaches and tools.

8. Integrate digital tools and ICT to enhance chemistry teaching and learning experiences.

9. Reflect on their own professional development as chemistry teachers and set goals for continued growth.

I. Eilks & A. Hofstein (Eds.), Chemistry Education: A practical guide and textbook for teachers, teacher trainees and student teachers (pp. 97-126). Rotterdam: Sense. (Available in the physics library)