An Aquarium as a Means for the Interdisciplinary Teaching of Chemistry

Calascibetta, Franco; Campanella, Luigí; Favero, Gabriele; Nicoletti, Lucas Portilho

doi:10.1021/ed077p1311

Cited by 10 publications

(10 citation statements)

References 9 publications

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“…Academic and nonacademic/support staff working in STEMM departments, faculties, and institutes often have an element of chemical training (e.g., undergraduate/postgraduate study or postdoctoral experience), suggesting opportunities for institutions to deliver engaging MITT involving chemistry in inherently MITT STEMM curricula (e.g., biochemistry, engineering, forensic sciences, geology, liberal arts, materials science, natural sciences, etc. ), ,,,− and potentially specialist elements of other curricula (e.g., arts and humanities [e.g., archeology and architecture, , art and design, patent law], business and management, technician support, etc.). However, effective MITT curriculum design is a challenge, particularly achieving the appropriate balance of monodisciplinary/intradisciplinary content and integrated MITT options that ensure students have the opportunity to develop both in-depth knowledge of monodisciplinary subject matter and insight into different disciplinary approaches to problem solving .…”

Section: Mitt Curriculum Development and Implementation Is A Challengementioning

confidence: 99%

“…Nevertheless, the engagement of industrial partners in educational activities offers many benefits for students, staff, institutions, and industry partners alike. This engagement and the direct/indirect involvement of industry partners in the delivery of MITT activities involving chemistry in many departments in STEMM faculties ,, (e.g., forensic science, liberal arts, materials science, natural sciences, pharmacy, etc.) and beyond (e.g., arts and humanities [e.g., archeology and architecture, art and design, ,, patent law], business/management, etc.)…”

Section: Mitt Curriculum Development and Implementation Is A Challengementioning

confidence: 99%

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Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

et al. 2021

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For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching (MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of science, technology, engineering, mathematics, and medicine (STEMM) subjects (and those aligned with or informed by STEMM subjects). This article discusses the significant potential of inclusion of chemistry in MITT activities in higher education and the real-world importance in personal, organizational, national, and global contexts. It outlines the development and implementation challenges attributed to legacy higher education infrastructures (that call for creative visionary leadership with strong and supportive management and administrative functions), and curriculum design that ensures inclusivity and collaboration and is pitched and balanced appropriately. It concludes with future possibilities, notably highlighting that chemistry, as a discipline, underpins industries that have multibillion dollar turnovers and employ millions of people across the world.

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Section: Mitt Curriculum Development and Implementation Is A Challengementioning

confidence: 99%

Section: Mitt Curriculum Development and Implementation Is A Challengementioning

confidence: 99%

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

et al. 2021

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“…In this report, we concentrate on a teaching model applying an interdisciplinary approach to the topic "foods", since any environmental problem is an interdisciplinary problem (Calascibetta et al, 2000;Tabbutt, 2000) and food/nutrition is an environmental issue, related to environmental sustainability. The model for teaching is directed at the high school level, and assumes that the students have been taught general chemistry and biology at an introductory level.…”

Section: Introductionmentioning

confidence: 99%

An Interdisciplinary Model for Teaching the Topic “Foods”: A Contribution to Modern Chemical Education

Mavropoulos

Roulia²,

Petrou

2004

Chem. Educ. Res. Pract.

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Modern chemical education aims at teaching based on critical thinking, problem solving and decision-making that may be developed through an interdisciplinary approach. An interdisciplinary model for teaching the topic "foods" is suggested. The goal of the suggested approach is for students to develop their evaluative thinking in order to adopt a responsible behaviour towards health. The proposed model consists of four main steps: i) programming/planning of the teaching strategy; ii) orientation/participation of the students in the procedure; iii) treatment of the subject and presentation of the work produced; and iv) evaluation (group and self-evaluation) of the work. The application of our project confirms that the main objective of our model, that is the promotion of HOCS learning, has been achieved since the students learned to distinguish and to decide about choosing foods which are not harmful for their health, to evaluate advertisements about foods and to distinguish/decide about the misleading ones, to express their ideas on health aspects and critically discuss them, to compare various dietary products and to evaluate them. Our project's pedagogic value is reflected on the fact that during its application students participating in the teamwork developed skills and behavioral attitudes such as cooperation, communication, involvement, adjustability, action, mutual support and acceptance of the individuality of each member of the team that will be important for them as citizens. [Chem. Educ. Res.

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“…So far we have developed two topic lines. The first, "Chemistry in an Aquarium", focused on the relations between chemistry and the marine environment and was the subject of a previous article (1). More recently we tackled a second topic, which, to retain some association with the first one, we called "Chemistry in a Tree".…”

Section: Introductionmentioning

confidence: 99%

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

et al. 2002

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An Aquarium as a Means for the Interdisciplinary Teaching of Chemistry

Cited by 10 publications

References 9 publications

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

An Interdisciplinary Model for Teaching the Topic “Foods”: A Contribution to Modern Chemical Education

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

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