Didactics of Chemistry II
Course code
MLK7113.LT
old course code
Course title in Estonian
Keemia didaktika II
Course title in English
Didactics of Chemistry II
ECTS credits
6.0
Assessment form
Examination
lecturer of 2025/2026 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
lecturer of 2026/2027 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
To provide an overview of the didactics and methodology of teaching chemistry in high school courses and the nature of the learning and teaching process.
• To support the understanding of the specifics of teaching in high school and to create awareness of the possibilities of using different methods in the classroom.
• Develop interest in teaching.
• Give an overview of theoretical and practical skills; skills for working with different tools (including different information technology tools, environments, etc.), literature, curriculum and educational literature.
• To support the student's independent preparation of materials to ensure the efficiency of future work.
• To design prerequisites that would encourage students to teach science subjects and shape their science literacy in such a way that they would effectively pass it on to school students as well.
• To support the student's self-analysis and reflection skills so that they can improve their professional knowledge and skills in the future.
• To support the understanding of the specifics of teaching in high school and to create awareness of the possibilities of using different methods in the classroom.
• Develop interest in teaching.
• Give an overview of theoretical and practical skills; skills for working with different tools (including different information technology tools, environments, etc.), literature, curriculum and educational literature.
• To support the student's independent preparation of materials to ensure the efficiency of future work.
• To design prerequisites that would encourage students to teach science subjects and shape their science literacy in such a way that they would effectively pass it on to school students as well.
• To support the student's self-analysis and reflection skills so that they can improve their professional knowledge and skills in the future.
Brief description of the course
Goals, teaching methods and forms of chemistry teaching in high school chemistry courses. The general part of the national curriculum and the chemistry syllabus, the interdisciplinarity of the subject content of chemistry and the development of science literacy in high school chemistry lessons (including the application of chemistry electives within the framework of high school courses, the nature and comparison of chemical literacy and science literacy). Keemaopei in Estonia (including different subject combinations of teachers and opportunities for student development) and in the world. Structure and goals of chemistry lessons and courses in high school courses. Learning methods, activities and methodology used within high school courses (taking into account learners with special needs and the development of students' digital competences within chemistry lessons; differences in the conduct of high school and elementary school chemistry lessons). Solving and differentiating tasks within high school chemistry courses (including work with gifted students and their development). Laboratory work, research and outdoor learning as part of high school chemistry courses (including optional courses and simulations). Demonstration experiments and test tools used to illustrate the learned material (including digital chemistry-based apps, environments, etc.), preparation of study materials and assessment of students' skills. Preparation of a school exam or assessment paper at the end of the course.
Auditory work takes place in the form of a lecture and a seminar, integrated with the seminar, various demonstration experiments and practical works are performed, and experience is gained in the purposeful integration of digital competences into the learning process. The student is expected to create or carry out one project within the framework of teaching at the university/school.
Auditory work takes place in the form of a lecture and a seminar, integrated with the seminar, various demonstration experiments and practical works are performed, and experience is gained in the purposeful integration of digital competences into the learning process. The student is expected to create or carry out one project within the framework of teaching at the university/school.
Learning outcomes in the course
Upon completing the course the student:
-- knows ways to arouse students' interest in science subjects;
- knows how to use various information technology tools in chemistry classes in a purposeful way and to support the learning of the subject;
- is well oriented in high school chemistry courses, and sees opportunities and the need to integrate chemistry knowledge with other subjects;
-- can choose appropriate learning forms, methods and learning tools, carry out practical exercises and guide various research tasks (including finding topics for students' research papers), use various activities that support the implementation of the curriculum (including digital ones);
- can create a primary collection of teaching materials;
- can create calculation and thinking tasks and work instructions for students of different levels;
- is competent to present self-created learning materials using an e-portfolio and to analyze and reflect on his own activities as a teacher;
- knows methods for developing students' scientific literacy and critical thinking through current social problems (e.g. circular economy, climate change);
- can create and manage e-learning environments that support students' independent learning and collaborative learning in the high school chemistry course;
- can guide student research by applying the principles of scientific methodology.
-- knows ways to arouse students' interest in science subjects;
- knows how to use various information technology tools in chemistry classes in a purposeful way and to support the learning of the subject;
- is well oriented in high school chemistry courses, and sees opportunities and the need to integrate chemistry knowledge with other subjects;
-- can choose appropriate learning forms, methods and learning tools, carry out practical exercises and guide various research tasks (including finding topics for students' research papers), use various activities that support the implementation of the curriculum (including digital ones);
- can create a primary collection of teaching materials;
- can create calculation and thinking tasks and work instructions for students of different levels;
- is competent to present self-created learning materials using an e-portfolio and to analyze and reflect on his own activities as a teacher;
- knows methods for developing students' scientific literacy and critical thinking through current social problems (e.g. circular economy, climate change);
- can create and manage e-learning environments that support students' independent learning and collaborative learning in the high school chemistry course;
- can guide student research by applying the principles of scientific methodology.
Teacher
MA Katrin Soika
Prerequisite course 1
Prerequisite course 2
The course is a prerequisite
Study programmes containing that course