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Participants in this module have learned to develop articulation schemata and know the relevance of professional competence as an essential precondition for didactic reduction. They are able to choose and employ methods of diagnosing students' pre-concepts and develop different lesson concepts accordingly. Participants also distinguish between relevant forms of chemical experimentation and their forms of application respectively.

-          Relevance of professional competence

-          Didactic reduction

-          Diagnosis of students' perceptions prior to teaching and learning (pre concepts)

-          Articulation schemata

-          Lesson concepts 

-          Different social forms

-          Presentations

-          Discussions 

-          Regular and active participation

-          Developing lesson sequences (articulation schemata) and examples of didactic reduction, development of possibilities for diagnosis of prior perceptions and lesson concepts

-          Active feedback and reflection

-          Presentations 

·         Anton Michael A.: Kompendium Chemiedidaktik, Verlag Julius Klinkhardt 2008

·         Esslinger-Hinz Ilona et al.: Der ausführliche Unterrichtsentwurf, Beltz Verlag 2013

·         Mayer Hilbert: Leitfaden Unterrichtsvorbereitung, Cornelsen Verlag, 2014

prerequisites for enrolment: none