Lifelong Learning Programme

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Chemistry in the Kitchen
WEBSITE OF THE PRODUCTхимията+в+кухнята
Downloadable material
Information source
Life Chemistry, Food Science
Lower Secondary School
Bulgarian, English

Chemistry is all around us - in the air we breathe and the food we eat. Food is a complex combination of chemical substances. These short films present the kitchen a as chemical laboratory. Via an unconventional method, one of the weaknesses in today's education, namely inability of students to link theory with practice is overcome. Playing short films also helps to diversify the theoretic lessons and facilitatesthe transition from abstract thinking to practice.

These are the four films, which dwell on commonly used ingredients in our food - salt, meat, chocolate and jelly. In a very interesting way we learn the origin of these substances, natural or synthetic ingredients analyzed by a chemical point of view, bind structure of their functions through animated models, show changes after heating, demonstrate various experiments and explain the results. The films reveal the secrets of our laboratories indicate methods for testing and equipment, give scientific explanations for various phenomena. Yet another strong point is that the films connect the chemical processes and their impact on the human body and visualize it. Through the inscriptions on the labels, the students connect the chemical formula to the substance itself.


The main objective is the promotion of chemistry and the development of cognitive interest through the emotional impact.
Through the stimulation of various senses theory and practice are linked and understood more easily.

Applicability in teaching:

Suitable for use in grade 7 or 8, where the foundations of Chemistry are built in order to provoke interest in science. This site is suitable for specialized classes or extra curriculum classes where students expand their knowledge.
In the upper high-school classes can be awoken the interest of students from vocational schools in food preparation technology or help in choosing their future career. The short videos make good homework to inquisitive students. The films can be used as an opportunity to stimulate the interest of the less motivated students to study science, because they combine chemical and biological information. The clips enable the development discussions and increase the motivation of the students.

The clips develop the emotional activity of the students, arouse interest and provoke their creative imagination. The new technology answers many practical questions. .The explanations combined with the demonstrations complement and expand the range of chemical knowledge of the students. The films render facts about some popular chemical compounds. The visualized impressions remain longer in students’ memory. The films can provoke students to do different research projects in the future. They also make students think about a healthy lifestyle.

The main drawback is its limited use in only a few lessons or in parts of a lesson. Another drawback is the prevalence of practical over theoretical information.

Pedagogical value
Students are clearly convinced of the properties of substances to enhance their competencies.
Technical university Gabrovo

Comments about this Publication

Your comments are welcome

Date: 2012.10.03

Posted by Mustafa BAYRAKÇI (Turkey)

Message: In order to use traditional education, the use of visual media is an alternative way to teaching in as much as I conclude that it is a effective method. However, to access this teaching research material is very complex and difficult, for global education, I believe that the alphabet used in websites should be an alphabet that is more common languages, for instance English. At the same time I want to mention that the videos are so long in terms of time. I find useful the materials which is occurred shorter and argued parts.

Date: 2012.10.03

Posted by Mustafa BAYRAKÇI (Turkey)

Message: I think that chemistry in the kitchen is useful a resource of teaching. As an educator, I often get the question which are asked by student during the theoretical applications, “for what I will learn this information, in which field I will use it?” Indeed, I know all theoretical knowledge doesn’t have to be used in practical; however it is an important issue that the theory is description encountered in daily life or events in nature. Owing to almost everything around us is a product of science, theoretical and practical relationship will be productive for students about teaching and learning.

It is an undeniable fact teaching reinforces when we address to more senses. For this reason educators use a number of visual media materials to increase motivation and interest. Teaching Organic or inorganic structures and theoretical basis alone is weak, on the contrary, their some qualifies, for example components in foods, eating, drinks, enhance motivation towards the course. At the same time students positive attitudes may increase when we use these virtual.
These type visual materials provide faster and more stable learning’s. In this sense, it is clear that Documentaries or animations will provide more rapid training.

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.