1. Chemistry teacher education for future Chemistry teacher education for future

2. LUMA-KS LUMA-KS Department of Chemistry University of Jyväskylä Prof. Jan Lundell Head of the Department of Chemistry Director of Central Finland STEM centre Chairman of Section of Chemistry Education of the Finnish Chemical Society

3. Challenges and realities Lack of motivation Lack of interest Unsufficient basic knowledge Unrealistic working models Poor attendance in classes Dropping out of educational programs Long studying times Decreasing number of potential applicants Disconnection of education with society …

4. Educational challenge Chemistry is often considered as difficult and an abstract subject Macroscopic, microscopic, symbolic levels Target: to combine these different levels in a meaningful way Understanding, applying… Explaining, visualising, predicting… → Research-based Chemistry Education

5. Research-based chemistry education Theory-based Based on data collected Data is analysed by accepted protocols It produces generalisable results The goal of chemistry education is to enhance the transmission and understanding chemistry Conceptions, metacognitive skills Constructing knowledge in a social context - How do THEY learn? - How do WE teach them?

6. Bloom’s cognitive taxonomy Higher-order thinking skills Student-centered learning outcomes L.W. Anderson & D.R. Krathwohl, D. (Eds) (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman

7. Areas of development: JYU-Chem Students as active learners: increased testing of own mental models and ideas Working in pairs and small groups; collaborative learning Problem-based learning, inquiry-based instruction Diverse assessment methods Combination of representational levels to support understanding Enhanced practical and communication skills Enhanced studying skills In-house teacher training within teacher education

8. Focusing on skills and competences JYU: pedagogy and quality - Interactive learning and teaching - eEducation - Pedagogical qualifications Department of Chemistry: –University teachers as an asset –Blended learning –Collaboration, communication, problem-solving –Chemistry in context –Skills and capabilities of working life –In-house assessment for development –”alkukeitos” (starting soup)

9. Department of Chemistry Outlined Strategic Strong Areas of Knowledge Structural Chemistry and synthesis Computational Chemistry and Spectroscopy Chemistry of Renewable Natural Resources and Chemistry of Living Environment Chemistry Education

10. Chemistry curriculum (2017) Basic studies 1. year Bachelor studies 2.-3. year ”Starting soup” 2 ects Chemistry of Living environment 4 ects Theory (3/5) and experimental (2/5) Inorg., Analyt., Org., Phys.Chem Working life course (3 ects) Chemist Chemistry teacher Study councelling

11. Teacher Education in Chemistry Motivated and enthusiastic chemistry teachers –Content knowledge - ”they know their science…” –Pedagogical content knowledge –”how and why science is learned?” –”how to guide learning science?” –Diverse training –Different learning environment –Role of experiments and ICT –Scientific breakthroughs

12. Educating Chemistry Teachers Growing to become a chemistry teacher from year 1/day 1… Targeting for inquiry-oriented chemistry teachers Motivation Life-long learning and training Development of their own skills and knowledge Using extensively laboratory and ICT tools

13. Teacher Education at Chem Dept Bachelor level: Chemist = Chemistry teacher (+ 3 ects introduction into chemistry education, 2nd year) Master level: Tailored 10-course study tray for teachers Educational research project and didactic Master Thesis (40 ects) - combined with teacher research seminar and faculty- wide research methods course

14. Teacher Education at Chem Dept Inquiry-based chemistry education Research-based chemistry education Laboratory-based chemistry education Course code ECTSTitle KEMS7015compulsoryExperimental chemistry in schools KEMS7025compulsoryChemistry concepts and phenomena National secondary and high school chemistry curriculum

15. Teacher Education at Chem Dept KEMS7045optional Laboratory work in chemistry education KEMS7055optional Microchemistry laboratory in school education KEMS7095optionalModels and visualization KEMS7105optional Experimental chemistry field course (combined with secondary school children’s science camp) KEMS7115optionalTeaching natural sciences KEMS7125optionalChemistry of living environment KEMS7165optionalChemistry in kitchen KEMS7485optional Chemistry teacher advanced laboratory work 2+3optionalInternational chemistry education course (ECRICE 2014, LUMA-days…)

16. Pedagogical content knowledge Content knowledge Pedagogical knowledge First hand experience Connection with schools

17. Faculties of Natural Sciences & IT Training schools Faculty of Education ”3”

18. Connection with society Training in-field teachers and scientists Qualitative employment Advancements and novelty Educational research Collaboration with schools – all levels Advancement of general knowledge LUMA-centre network in Finland Making an impact in public discussions Popularisation of science Opinion writings Connection with policy makers and policy making

19. Challenges & Opportunities Future teachers and their skills Subject combinations Societal impact Life-long training of teachers Science education for children National LUMA-centres (LUMA-Finland) www.luma.fi Integration of teacher education with Department’s ”in-house” staff training and educational development

20. Solvation, chromatography Learning to do: - Hypothesis - Observations with all senses - Documenting observations - Making conclusions 2nd grade of primary school

21. Visualisation; animations Draw a complex formed by two water molecules Which phenomena does this complex relate to in real life ?

23. Thank You for Your Attention !