Humanizing chemistry education : from simple contextualization to multifaceted problematization

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Humanizing chemistry education : from simple contextualization to multifaceted problematization

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Publication Article, peer reviewed scientific
Title Humanizing chemistry education : from simple contextualization to multifaceted problematization
Author(s) Sjöström, Jesper ; Talanquer, Vicente
Date 2014
English abstract
Chemistry teaching has traditionally been weakly connected to everyday life, technology, society, and history and philosophy of science. This article highlights knowledge areas and perspectives needed by the humanistic (and critical-reflexive) chemistry teacher. Different humanistic approaches in chemistry teaching – from simple contextualization to socio-scientific orientations to multifaceted problematization – are discussed. The latter is crucial for “critical chemistry teaching”, which includes both problematized content knowledge in chemistry and problematized knowledge about chemistry and chemistry education (about the nature of chemistry, its role in society, and the way it is communicated inside and outside the classroom). We illustrate how various facets of chemistry knowledge for teaching can be used to characterize different levels of complexity in the integration of the human element into chemistry education.
DOI http://dx.doi.org/10.1021/ed5000718 (link to publisher's fulltext)
Link http://pubs.acs.org/doi/abs/10.1021/ed5000718 (external link to publication)
Publisher American Chemical Society
Host/Issue Journal of Chemical Education;8
Volume 91
ISSN 0021-9584
Pages 1125-1131
Language eng (iso)
Subject(s) Curriculum
Philosophy of chemistry
Decision Making
Applications of Chemistry
Green Chemistry
Sustainable chemistry
Education for Sustainable Development (ESD)
Humanistic science education
Critical-reflexive science
Humanistic chemistry education
Socio-chemistry
Critical chemistry teaching
Science communication
Nature of science
STSE Education
Socio-scientific issues (SSI)
Socio-cultural
Socio-political
Value-centered questions of relevance
Transformation for critical citizenship and socio-ecojustice
Chemistry in context
Kemiundervisning
Kemididaktik
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Handle http://hdl.handle.net/2043/17640 (link to this page)

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