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ERIC Number: EJ1036327
Record Type: Journal
Publication Date: 2014-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0021-9584
Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization
Sjöström, Jesper; Talanquer, Vicente
Journal of Chemical Education, v91 n8 p1125-1131 Aug 2014
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.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A