At the end of their apprenticeship, students will be able to, for the Chemistry Teaching I course:
Define the major concepts of science or chemistry teaching covered in the course: didactic transposition, scientific knowledge, knowledge to be taught, knowledge taught, chemistry triplet, levels of knowledge.
Organise and justify a teaching-learning plan for ten given chemistry concepts related to the 3rd and 4th year secondary school curricula.
Draw and use a flowchart of the subject, specifying the criteria and giving the levels of knowledge required.
Define a chemistry concept using knowledge levels
Argue the legitimacy of knowledge to be taught in chemistry
Describe, critique and/or justify a teaching method used to teach one of the chemistry concepts covered in the course
Describe the teaching difficulties experienced by students in relation to the chemistry concepts covered in the course
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Master of Education, Section 4: Chemistry | Standard | 0 | 3 | |
| Master of Education, Section 4: Biology | Standard | 0 | 3 | |
| Master of Education, Section 4: Physics | Standard | 0 | 3 | |
| Master of Education, Section 5: Chemistry | Standard | 0 | 3 | |
| Master of Education, Section 4: Biology | Standard | 1 | 3 | |
| Master of Education, Section 4: Physics | Standard | 1 | 3 | |
| Master of Education, Section 5: Chemistry | Standard | 1 | 3 | |
| Master of Education, Section 4: Chemistry | Standard | 1 | 3 |