PROBLEMS AND SOLUTIONS IN CHEMISTRY EDUCATION

Yıl 2016, Cilt: 1 Sayı: 1, 1 - 30, 25.10.2016

Georgios Tsaparlıs

Öz

As an established research field, chemistry education, is relatively a young one – its origins go back only to the 1970s. The present author has started his engagement with chemistry education since the late 1970s, and as a consequence he has followed the progress of the field over the years. This paper will focus on the challenges (the “problems”) confronting a teacher of chemistry, and on suggestions for solutions as these follow from the findings of educational research, with emphasis on the author’s own research studies. These studies are informed by most of the theoretical and practical tools of chemistry education, such as Piagetian theory, the alternative conceptions or students’ ideas or students’ misconceptions, scientific literacy, context-based learning, cooperative learning, philosophy and history of chemistry, and the effect of the laboratory and new educational technologies. The following are the topics of the reviewed work: teaching and learning science concepts in high school; instructional methodology; secondary chemistry curricula; structural concepts; higher-order cognitive skills (HOCS); problem solving in science, and chemistry in particular; and, last but not least, relevant chemistry education.

Anahtar Kelimeler

Theories of science education, big ideas in chemistry education, instructional methodology, relevant chemistry education, secondary chemistry curricula, structural concepts, higher-order cognitive skills (HOCS), problem solving

PROBLEMS AND SOLUTIONS IN CHEMISTRY EDUCATION

Öz

Kapsamlı bir araştırma alanı
olarak kimya eğitimi, nispeten yenidir ve kökleri sadece 1970’li yıllara
dayanmaktadır. Yazarın kimya eğitimi ile ilişkisi 1970’lerin sonlarında
başlamış ve böylece yazar yıllar boyunca alandaki gelişmeleri takip etmiştir. Makalede
bir kimya öğretmeninin karşılaştığı güçlükler (“sorunlar”) ve yazarın kendi çalışmalarına
vurgu yapılarak eğitim araştırmalarından ortaya çıkan çözümlere yönelik
önerilere odaklanılacaktır. Bu çalışmalar, Piaget
teorisi, alternatif kavramalar veya öğrenci fikirleri ya da öğrencilerin yanlış
kavramaları, bilimsel okur-yazarlık, bağlam temelli öğrenme, işbirlikçi
öğrenme, felsefe ve kimya tarihi gibi kimya eğitiminin teorik ve pratik
araçlarının çoğu ile laboratuar ve yeni eğitimsel teknolojilerinin etkilerini
içermektedir. Derlenen çalışmaların konuları; ortaöğretimde fen bilimleri
kavramlarını öğretme ve öğrenme, öğretim yöntemleri, ortaöğretim kimya
programları, yapısal kavramlar, üst düzey bilişsel beceriler (HOCS), fen
bilimlerinde ve özellikle kimyada problem çözme ve son fakat aynı derecede
önemli güncel konularla ilgili kimya eğitimidir.

Anahtar Kelimeler

Fen bilimleri eğitimi teorileri, kimya eğitiminde büyük fikirler, öğretim yöntemleri, ortaöğretim kimya programları, yapısal kavramlar, üst düzey bilişsel beceriler (HOCS), problem çözme, güncel konularla ilgili kimya eğitimi

Kaynakça

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