Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

Authors

  • Simo Tolvanen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Maija Aksela Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Maija Ahola Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Outi Haatainen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Jarkko Huusko Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Heli Kannisto Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Olavi Käkönen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Ville- Pekka Kääriäinen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Jane Laamanen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Minja Lahdelma
  • auliina Paakkinen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Piia Pakarinen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Anna Palomäki Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Heli Rasinperä Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Hilla Saarela Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Pasi Savolainen Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Taina Sirkiä Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki
  • Heli Vilén Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki

DOI:

https://doi.org/10.31129/lumat.v1i4.1099

Abstract

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

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Published

2013-12-30

How to Cite

Tolvanen, S., Aksela, M., Ahola, M., Haatainen, O., Huusko, J., Kannisto, H., … Vilén, H. (2013). Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2. LUMAT: International Journal on Math, Science and Technology Education, 1(4), 387–424. https://doi.org/10.31129/lumat.v1i4.1099

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