Didactics of Chemistry in Bavaria and Bayreuth

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Didactics of Chemistryin Bavariaand Bayreuth
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Contents

• What we are training chemistry teachers for
  brief review of the Bavarian School System
• How we are training chemistry teachers courses
  and study plan at the University of Bayreuth
• Some outputs of the active part of the training
  process fields of research interest of the
  Department of Didactics of Chemistry.

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1. Brief Review of the Bavarian School System
Primary School (Grundschule)
Second.SchoolHigh School 32 (Gymnasium)
Univ.
Second.School 20 (Realschule)
FOS
Polyt. Univ.
Secondary School 48 (Hauptschule)
Vocatio-nal Ed.
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2. Courses for Chemistry Teacher Trainingat the
University of Bayreuth
n subjects majors, minors, didactics
Grundschule 1 2 3 4 5 1 2 3 4 5 /lt
Gymnasium 1 2 /70
Realschule 1 2 /20
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Grafical Study PlanHigh School Chemistry Teacher
Training, 1. phase
Location university 2 terms 1 year
State Exam. I S1 S2
11 parts sum 14T
Thesis
collateral pract. course Did.
State Exam. I Ed. Sc., 3 parts
interim audit S2
interim audit S1
Paed. Pract. Course
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High School Chemistry Teacher Training2. phase
State Examination I II job relevant
State Exam. II
5 parts sum 7T
1 examination in teaching 1h
Thesis
1 examination in teaching 1h
1 examination in teaching 1h
Location Seminar Schools resp. regular schools
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High School Chemistry Teacher Training3. Phase
(non compulsory)
Location University resp. Teacher Training
Academy
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Review

• Phase 2
• duration exactly 2 years
• location seminar and regular schools

• Phase 1
• duration average of 11 semesters 5.5 years
• location universities

Sum 7-8 years
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Didactics Courses for Chemistry High School
Teachers, 1. phase
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3. Some Fields of Research Interests 1

• Development and evaluation of in practice lesson
  outlines.

Example first experience with chemistry as a new
subject.
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Fields of Research Interests 2

• Developing and testing of education goal
  dependant specific experiments demonstrations by
  teachers and hands-on experiments.

Example Examination of experiment instructions.
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Fields of Research Interests 3

• Development and customization of New Media for
  use with chemistry teaching
• Developing, customizing and collecting of
  experiment instructions for the computer based
  aquiring of data (system Chembox).
• Application of ready made software for the needs
  of chemistry education (presentations software)
• Scanning the World-Wide-Web for information
  suiting chemistry education demands (Sammlung von
  Links)
• Developing of concepts and contents for advanced
  teacher training online (Medien).

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Fields of Research Interests 4

• Opening up new chemistry fields for chemistry
  education goals.

Main focus food chemistry and food technology
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How Do We Learn?
We do not know.
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A Model for the Evolvement of Knowledge
scientific concepts
communicating on perceptions and terms
lemons taste sour
quantifieing pH
acid-and-base concepts
Quelle Schorch / Wagner in Konkrete
Fachdidaktik Chemie, München 2001
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Where we are now

• Grown-up unprofessionals
• I do not like chemicals inside my snack!
• When I cook myself I do not use any chemicals!

• Pupils
• Where is the relationship between a gum bear and
  chemistry (as a subject)?

• Chemistry teachers
• Are you really going to eat the esters from your
  destillation set?

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Where we should end up

• Grown-up unprofessionals
• I do not need these ... chemicals inside my
  snack!
• When I cook myself I do not choose additives for
  convenience!

• Pupils
• We learned how to make gum bears and ice cream
  in our chemistry class!

• Chemistry teachers
• I did my work well as a chemist. How else do
  they make those huge amounts of flavours for our
  sweets? So worry, then decide!

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We love to eat ice cream...
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...brown or white chocolate...
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But...
...how much do chemistry teachersknow about the
ingredients?
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How do chemists teach on stabilizers?
Carob flour
Carubin ?-(1,4)-Polymannosepolyetherwith
?-(1,6)-galactose-ether-branches mannose
galactose 2 1 gal-fragments arranged in pairs
or tripletts.
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Stabilizers
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Stabilizers
Ceratonia siliqua L., fruit, leaf and female
flower
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Stabilizers
Carob flour w0.5 solution (gel) with embedded
air after defrosting
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Stabilizers
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Stabilizers / Fat Surrogates
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Stabilizers
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Flavours
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Flavours / Sweeteners
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Gelatine / Sugar syrup
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Summary 1

• Didactics lecturers say
• Experiments with foodstuffs are inevitably
  related to every days life.
• Preparing a product offers high potentials for
  pupil activity.
• Pupils are provided with a more realistic
  conception of chemistry and the role of chemical
  products in their every day lives.
• Topics are very well suitable to initiate
  scientific conceptions of chemistry (see the
  model for the evolvement of knowledge).

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Summary 2

• Teachers say
• Foodstuffs are inexpensive and unperilous
  chemicals...
• ...which makes them suitable for hands-on
  experiments with fairly large groups (average
  form size 30-35 pupils in 10 groups in the same
  room at the same time).
• It is fun...

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Summary 3

• Pupils say
• Finally something reasonable we do in our
  classroom!
• Great, we can feed on chemistry!

• Parents say
• Well - if thats what chemistry is about I
  would have liked it as well during my school
  time!

The classical label Chemistry is stink and boom!
The very new insight Chemistry is tasty!