Article Sidebar

PDF
Date Published: 29/05/2020
Online Published: 29/05/2020
Abstract Views: 220
Views PDF: 150
DOI: https://doi.org/10.54607/hcmue.js.17.5.2731(2020)
Issue
Vol. 17 No. 5 (2020): (English)
Section
Articles
How to Cite
Hans , J. B. (2020). COMMERCIALS AS PART OF DAILY LIFE SITUATIONS - IMPULSES FOR CHEMISTRY TEACHING AND FOR METHODICAL REFLECTIONS OF MS-COURSE STUDENTS OF THE HO CHI MINH CITY UNIVERSITY OF EDUCATION/DEPARTMENT CHEMISTRY IN NOV./DEC.2018 (PART 1). HCMUE Journal of Science, 17(5), 936. https://doi.org/10.54607/hcmue.js.17.5.2731(2020)

COMMERCIALS AS PART OF DAILY LIFE SITUATIONS - IMPULSES FOR CHEMISTRY TEACHING AND FOR METHODICAL REFLECTIONS OF MS-COURSE STUDENTS OF THE HO CHI MINH CITY UNIVERSITY OF EDUCATION/DEPARTMENT CHEMISTRY IN NOV./DEC.2018 (PART 1)

Jürgen Becker Hans

Main Article Content

Abstract

This article describes possibilities of higher education didactic to qualify the students’ professional knowledge about pupil behaviour in the frame of the teacher training. The article is a plea to teach Chemistry more pupil-orientated than presently. The conception “pupil orientation” is considered in actual education policy-initiated efforts in Vietnam. The author concretizes his previous explanations in the “Journal of Science (HCMCUE)” about “pupil-orientation” relating to own experiences of a methodological seminar for master students. At the same time, a Didactic of the Didactic of Chemistry is emphasized. Part 1 focuses organizational frameworks and theoretical foundations. The achievements of the master's students are documented and appreciated.

 

Keywords

didactics in Higher Education, conception pupil-orientation, learning processes of master students, teacher training in Chemistry Education, advertisement

Article Details

References

Becker, H. -J. (2019a). Colloquium “Every Chemist is a Teacher - a Higher Education Perspective”. Department Chemistry/HCMUE.
Becker, H. -J. (2019 b). Colloquium “Is every chemist a (good) teacher? Ready for Assessments and ready to reflect Results!” Department Chemistry/HCMUE.
Becker, H. -J. (2018). Guidelines for Chemistry Teacher Students– Methodological Scaffolding for a Pupil – Orientated Context. Ho Chi Minh City University of Education Journal of Science. 15(7), 140-150.
Becker, H.-J., & Hildebrandt, H. (2003). Standards für die chemiedidaktische Ausbildung, Praxis der Naturwissenschaften – Chemie, (52), 21-24.
National Assembly of Vietnam (NAV), K.11 (2005). Education Law. Hanoi, paragraph 40.
Central Committee of the Communist Party of Vietnam (2013). Resolution of the 8th. Conference of the 11th CCCPV, concerning Reformation of education and training. Hanoi, Chapter B.2.
Vietnam News (2018). Education Administrators get international training. (Issue 31.Oct.).
Nguyen, M. Q. (2017/2018), Chemistry Education in Vietnam. Chapter 5.4 Researching activities and Chemistry Methodology. Script (unpublished). Paderborn/Ho Chi Minh City.
Becker, H.-J. (March - June 2019c). Records of meetings to prepare the lectures “Chemistry teaching - Higher Didactic and Evaluation”. Department Chemistry/HCMCUE. (unpublished).
Becker, H.-J., & Kemper, A.-K. (2018). Trendbericht Chemiedidaktik 2017 - Sprachaktivierung im Chemieunterricht (Trend Report Chemistry Didactics 2017 - Language Activation in Chemistry Lessons). Nachrichten aus der Chemie, 66(3), 341-345.
Becker, H.-J, & Nguyen, M. Q. (2014). What is a Good Chemistry Teacher?! - It Depends on the Teacher. In: Journal of Science (Ho Chi Minh City University of Education), (62), 17-30.
Becker, H.-J. (1991a). Chemiedidaktische Forschungen - Brennpunkt Lehrerverhalten (Chemical Didactic Research - Focus on Teacher Behavior). INaturwissenschaften im Unterricht – Chemie. 10(2), 40-43.
Becker, H.-J., & Nguyen, M.Q.(2013a). Chemistry Teaching and Science of Education in Germany. Part 2: Pupil-Orientation. Ho Chi Minh City University of Education Journal of Science, 50, 38-45.
Becker, H.-J., & Nguyen, M.Q. (2013b). Chemistry Teaching and Science of Education in Germany. Part 1: Aspects of Chemical Education in Germany. Ho Chi Minh City University of Education Journal of Science, 48, 25-33.
Becker, H.-J (1993), Verbraucherdialoge im Chemieunterricht – Lebensmittel (Consumer Dialogues in Chemistry Teaching - Food. Pädagogischen Zentrums Berlin. Berlin.
Becker, H.-J., & Pompetzki, V. (2006). "Marmelade" - Kinderfreizeitinitiativen und Lernen an Stationen ("Jam" - Children's science fair and learning at stations). Praxis der Naturwissenschaften-Chemie, 55(3), 6-9.
Becker, H.-J. (2018/2019). Seminar-Reader “Subject. Some Issues of Didactics in Chemistry”. HCMCUE.
Becker, H.-J., & Mai, C. N. (2018/2019). Pupil Orientation – a practical View (slide 36 of the Power Point Presentation), HCMCUE.
Becker, H.-J. (1998). Forschung in der Lehre - ein hochschuldidaktisches Stilmittel (Research in teaching - a conception for teacher training). In: H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie - Probleme und Perspektiven (On the didactics of physics and chemistry- problems and perspectives), 298-300.
Becker, H.-J., & Folwaczny, S. (2010). Schülerorientierungen und der "neue" G-8-Lehrplan. Studentische Kompetenzen und Lehrprozesse (Pupil orientation and the "new" G-8 curriculum. Student skills and teaching processes). Praxis der Naturwissenschaften-Chemie, 59(6), 35-38.