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Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization

Sjöström, Jesper ; Talanquer, Vicente

Journal of chemical education, 2014-08, Vol.91 (8), p.1125-1131 [Periódico revisado por pares]

Easton: American Chemical Society and Division of Chemical Education, Inc

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Título:
Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization
Autor: Sjöström, Jesper ; Talanquer, Vicente
Assuntos: Applications of Chemistry ; Chemistry ; Chemistry in context ; Course Content ; Critical chemistry teaching ; Critical-reflexive science ; Curriculum ; Decision Making ; Education ; Education for Sustainable Development (ESD) ; Green Chemistry ; Humanistic chemistry education ; Humanistic Education ; Humanistic science education ; Kemididaktik ; Kemiundervisning ; Knowledge Base for Teaching ; Knowledge Level ; Nature of science ; Organic chemistry ; Philosophy ; Philosophy of chemistry ; Problem Solving ; Reflection ; Reflexivity ; Relevance (Education) ; Science communication ; Science education ; Science Instruction ; Science Teachers ; Scientific Concepts ; Social Influences ; Socio-chemistry ; Socio-cultural ; Socio-political ; Socio-scientific issues (SSI) ; STSE Education ; Sustainable chemistry ; Teachers ; Teaching ; Teaching Methods ; Transformation for critical citizenship and socio-ecojustice ; Value-centered questions of relevance
É parte de: Journal of chemical education, 2014-08, Vol.91 (8), p.1125-1131
Descrição: 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 socioscientific 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.
Editor: Easton: American Chemical Society and Division of Chemical Education, Inc
Idioma: Inglês

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Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization

Sjöström, Jesper ; Talanquer, Vicente

Easton: American Chemical Society and Division of Chemical Education, Inc

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