Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in:

Webmaster: Pinzani.it

Database of Publications

Homepage > Teacher Training > Database of Publications > Publication's Form

PUBLICATION INFORMATION

TITLE OF PUBLICATION
EVERYDAY CHEMISTRY, AN OPPORTUNITY FOR TEACHERS´PROFESSIONAL DEVELOPMENT
NAME OF AUTHOR(S)
M. Rut Jiménez-Liso, Esteban de Manuel
NAME OF PUBLISHER
Revista electrónica de Enseñanza de las Ciencias
YEAR OF PUBLICATION
2009
LANGUAGE OF PUBLICATION
Spanish
PUBLICATION TYPOLOGY
Research
TARGET GROUP OF PUBLICATION
Researchers, Teachers
SIZE OF THE PUBLICATION
Over 10 pages
PDF OF THE PUBLICATION
NAME OF THE REVIEWING ORGANISATION
CECE

Comments about this Publication

Your comments are welcome


Date: 2014.09.19

Posted by Ines Alonso (Spain)

Message: The paper explains a bank of activities from different science fair editions and chemistry education conferences is shown. These activities are categorized using chemical content curriculum criteria in order to give to the science teachers a bank of new chemical activities to update or to increase their own.
Furthermore, the methodology used -double scale tool as closeness to the daily life and real problem scale- (approach to the everyday and the degree of problematization), is shown to indicate the different results on the application from three different researchers and to extract some conclusions in order to apply to teacher professional development.
One of the first conclusions is the analysis of the proximity to daily life and the degree of problematization of an activity that allows to think about how chemical phenomena could be used and how to maximize them: for students to understand the phenomena that are occurring.
The first idea that authors drawn from this article is that an activity is not \"good\" or \"bad\" itself or if it is useful and usable for any teacher and any student, behind the drafting of an activity relies a whole network of curricular interests (competencies, objectives, sequencing, evaluation, etc.).
What they say is that on the contrary, any activity analysed turns very interesting at a particular classroom or for a professor with paarticular interests well defined, but could be useless or reduced to an anecdote to another teacher and other students.
The second idea express by the authors is that not all surprising and striking daily activities are, on the contrary, away from the spectacular. They say that it must be consider the difficulty demonstrated by the application scale proximity to the everyday (E-1) : the relative character of what it has been understand as daily life (depends on the observer, its daily experience, age and context) that understanding will have clear impact on the selection of daily activities: what it could be daily life for a teacher could not be for other teachers or students.

Date: 2013.06.06

Posted by Jan Stawiany (Poland)

Message: In this paper, a bank of activities from different science fair
editions and chemistry education conferences is shown. These activities are
categorized using chemical content curriculum criteria in order to give to the
science teachers a bank of new chemical activities to update or to increase
theirs own.
Furthermore, the methodology used -double scale tool as closeness to
the daily life and real problem scale- is shown to indicate the different
results on the application from three different researchers and to extract
some conclusions in order to apply to teacher professional development.

Date: 2013.05.26

Posted by M. Purificación Sánchez-Sánchez (Spain)

Message: Based on different sources of information such as scientific events, publications, TV programs about chemistry, etc, an interesting paper is presented by the authors.
They contemplate to arrange and study a wide variety of these resources in order to help secondary school teachers to choose chemistry activities related to everyday life suitable to reproduce in the classroom.
Additionally, they intend to adjust the different topics of Chemistry as a subject in a way that enables students to get over their aversion towards it. This should not only be attributed to its intrinsic difficulty but also to its level of abstraction and its lack of connection to students’ everyday experiences.
There are 146 activities analyzed, which represent a 14% of the total picked up from conference communications and scientific fairs. According to the authors, most of them do not take into account the educational use of everyday chemical phenomena.
The authors conclude from the analysis that activities are not suitable or appropriate by themselves. They must be selected in relation to other factors concerning the curriculum and the group of students to whom they are addressed.
Apart from that, striking and surprising experiments hardly ever are related to daily or common experiences.
On the other hand, everyday life based experiments should pose authentic problems to solve and evoke scientific interpretations and discussions between students who are supposed to make an in deep analysis of the facts and give an explanation of the phenomena involved in them.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

.