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Didaktik Models in Chemistry Education.
Jesper Sjöström1, Ingo Eilks2, Vicente Talanquer3
1Department of Science-Mathematics-Society, Malmö University, SE-205 06 Malmö, Sweden.
Journal of Chemical Education
|June 27, 2020
Summary
Chemistry educators use "didaktik models" to guide teaching decisions. Recognizing and reflecting on these models is crucial for effective curriculum design, instruction, and professional development in chemistry education.
Area of Science:
- Chemistry Education Research
- Pedagogical Models
Background:
- Instructional design and curriculum development in chemistry are influenced by educators' guiding principles.
- These principles, termed "didaktik models," shape decisions about content, timing, and instructional strategies.
- Didaktik models provide a framework for professional language and reflection among educators.
Purpose of the Study:
- To describe, analyze, and discuss the nature and utility of didaktik models in chemistry education.
- To emphasize the importance of educators recognizing and reflecting on their guiding didaktik models.
- To support the systematic implementation of research-based instructional practices.
Main Methods:
- The study involves a descriptive and analytical approach to understanding didaktik models.
- It examines how these models influence curriculum design, instructional planning, and assessment.
- The essay discusses the role of didaktik models in professional development.
Main Results:
- Didaktik models, whether explicit or implicit, significantly guide and constrain educators' pedagogical choices.
- These models are instrumental in structuring the teaching and learning process and facilitating professional discourse.
- Systematic use of didaktik models can enhance the adoption of research-based teaching methods.
Conclusions:
- Chemistry educators must be aware of the didaktik models influencing their practice.
- Reflection on these models is essential for improving instructional quality and effectiveness.
- Understanding didaktik models supports educators' professional growth and the advancement of chemistry education.
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