Chemistry Reference
In-Depth Information
[
13
,
14
], and the term “isomerism” [
15
] with the help of molar mass determina-
tion under uniform conditions [
16
].
- Historical problem-oriented teaching units using the example of ethanol [
53
] and
acetaldehyde [
54
,
55
].
- Experiments on the ether synthesis considering mechanistic aspects [
56
-
58
]as
well as experiments about ethylene [
59
-
63
].
- Experiments on the Kolbe electrolysis of acetates and other salts of carboxylic
acids [
64
-
69
] as well as on the ester equilibrium [
70
,
71
] and complex carbox-
ylic acids such as citric acid [
72
-
76
] (also see [
8
]), lactic acid [
77
-
79
], sorbic
acid [
80
], and ascorbic acid [
81
-
84
].
9.10 The PIN-Concept for Teacher Training
The PIN-Concept has proven to be of value in the education of prospective
chemistry teachers (middle and high school level) at the universities of Muenster
and Leipzig for many years. Prospective teachers like the integrative interconnec-
tion of chemistry, experiments, and didactics as complementary aspects of teacher
education. It is especially advantageous when the prospective teachers learn to
reflect on their own learning process on a metacognitive level and when the
experimental instruction is organized in an inquiry-based way (with flexible
integrated seminar sessions). In the beginning, it is sometimes difficult for prospec-
tive teachers to work with unfamiliar substances. Some of them want to know the
results of the experiments a priori. Others have learned a lot about formulae and
reaction mechanisms at high school, but little about the use of empirical data that
can be observed in the laboratory. These prospective teachers have a hard time to
put themselves into the position of their future students at schools, who do not have
a consolidated systematic of chemistry, but after a short time even these prospective
teachers realize that constructivist-oriented learning processes cannot be replaced
by timesaving verbally explained contents, at least not in introduction or elabora-
tion phases. Only what students work on themselves leaves a trace in their minds
which can be activated in other situations and contexts.
One prospective teacher expressed her experience with the PIN-Concept at the
end of a series of experiments in the laboratory like this:
I had the feeling to explore something really by myself. I did not think that I could find out
so much with so little preknowledge - an important experience, also for my self-confidence.
Furthermore, the PIN-Concept was used successfully for the methodical training
of experienced practicing teachers on many occasions (1 or 2 day courses). When
these teachers were asked for their impressions, they typically used words like these:
The PIN-Concept is interesting, motivating, logical, understandable, student oriented, practi-
cable, convincing, but also time consuming and demanding. It fosters cognitive and experi-
mental competences, and the yield of interrelated knowledge and process oriented skills is
very high. And most important: It is never dull, it is fun to learn chemical thinking in this way.
