This textbook is primarily intended for Chemistry department students who have been inspired to learn about the subject of Chemistry education.

Chemistry education, as with all natural sciences, is a multidimensional and broad field as it includes at least basic knowledge of Chemistry, history of Chemistry, pedagogy, psychology and especially child psychology, and epistemology since its aim is to prepare as best as possible the graduates of the Chemistry department to undertake the demanding, challenging, and essential duty of integrating the necessary chemical knowledge into the cognitive background of their students, i.e., individuals of the next, younger generation who inherently represent the future of the country.

Satisfactory contact with Chemistry, particularly with the first-year students' laboratories, as well as satisfactory acquaintance with History, the History of Chemistry, and Epistemology, enable the author to present a relatively satisfactory textbook that includes, from the Chemist's perspective, those elements that will help them find their path in organizing Chemistry teaching whenever they are called to carry it out.

Of course, as with the vast majority of similar textbooks, almost all the content relates to teaching at the secondary education level, firstly because that is where children first come into contact with the natural sciences and where the foundations of their knowledge about these subjects must be established, and secondly because these books, addressed to tertiary education students, obviously form part of the author's or instructor's educational planning, and their correctness will be evaluated in practice by their final recipients.

CONTENTS

A. Theoretical background

1. Knowledge
2. Acquisition of knowledge
2.1 Positivism (rationalism)
2.2 Empiricism
2.3 Inductive method
2.4 Deductive method
3. Setting teaching objectives

B. Applied theories

4. Behaviorism
5. Disclosure process
6. Constructivism
6.1 Piaget's theory
6.2 Vygotsky's theory
6.3 …and others
7. Teaching tools

C. Teaching the sciences

8. The need for science teaching
9. Particularities in teaching chemistry
9.1 The symbolic language of Chemistry
9.2 The curriculum
9.3 Students’ attitudes
9.4 Instructor's subject knowledge
9.5 Knowledge of pedagogical content
9.6 Relevance to other sciences
9.7 New technologies in teaching
10. Conditions for effective teaching
10.1 Students’ misconceptions
11. Evaluation
11.1 Success of teaching program objectives
11.2 Overall success based on grades
11.3 Assessment through oral exams and assignments
11.4 Designing exam question sheets
12. Feedback

D. Experiment in chemistry teaching

13.1 Mixtures and chemical compounds
13.2 Solutions, concentrations
13.3 Chemical reactions
13.4 Chemical equilibrium
13.5 Bases and Acids
13.6 Oxidation and reduction
13.7 Organic Chemistry

E. Appendix

P1. Indicative curriculum
P2. Microteaching
P3. Conducting education-related research
P4. Justified absences from the laboratory