Didaktik Models in Chemistry Education

• Jesper Sjöström ^[1] ; Ingo Eilks ^[2] ; Vicente Talanquer ^[3]
  1. [1] Malmö University

     Malmö University

     Suecia

     
  2. [2] University of Bremen

     University of Bremen

     Kreisfreie Stadt Bremen, Alemania

     
  3. [3] University of Arizona

     University of Arizona

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 4, 2020, págs. 910-915
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit “didaktik models”. These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning. When used systematically, didaktik models support the implementation of research-based instructional practices and are helpful in the professional development of educators. In this essay, we describe, analyze, and discuss the nature and utility of didaktik models in chemistry education and argue that it is critical for chemistry educators to recognize and reflect on the types of models that guide their work.