Учитель химии: Учите химию по-другому

Chemistry is considered by many authors as the Central Science; not only because it has the broadest object of study, but also because it makes a special contribution to the formation of competent professionals and prepares us to live better. This means that it must be taught productively, and for that purpose, a particular teaching methodology must be used; contextualized to its characteristics. However, in most universities, many professors limit themselves to reproductive teaching; that is, they teach the laws, theories, principles, categories, and hypotheses related to Chemistry (which is knowledge), but few teach their students the methods and procedures that allow the application of that knowledge (theoretical knowledge) to social practice (which is practical knowledge).Is it enough to know Chemistry? Can a student who reproduces the laws, theories, principles, categories, and hypotheses of any of the disciplines that comprise chemical sciences be considered as truly knowing Chemistry? The answer to these and other similar questions is obvious: no.It must not be forgotten that Chemistry is an exact science, and for this reason, knowing the laws, theories, principles, categories, and hypotheses is a necessary but not sufficient condition for understanding Chemistry. Moreover, it is sufficient that students are able to apply this knowledge to concrete examples of social practice (know-how), but not in a reproductive manner; rather, they should do so productively, through their active participation in the construction of their own knowledge, by learning methods and procedures applicable to similar problems or exercises. This book that we put in your hands is different, as it does not merely reproduce knowledge as many current chemistry textbooks do; instead, in addition to presenting the minimum and main system of knowledge of the subject of General and Inorganic Chemistry, which is taught in most engineering programs at public and private universities and polytechnic schools worldwide, it explains, as an experienced teacher would, the methods and procedures necessary for its application to social practice.In summary, this book does not reproduce the contents of laws, theories, principles, categories, and hypotheses related to General and Inorganic Chemistry as most current books do; rather, it explains and exemplifies them using an eclectic methodology that integrates productive teaching theories and methods, such as constructivism (Jean Piaget), meaningful learning (David Ausubel), social learning (Lev Vygotsky), procedural teaching, and metacognition (John Hurley Flavell). For the first time, you will have a book that teaches you correctly what you have been misled about, e.g., there are no supersaturated solutions; you will learn what you have never been taught, e.g., why matter is neither created nor destroyed, only transformed. In short, you will learn what you need to know about each topic, how to learn it, and how it will be useful in your professional life.The "Chemistry Teacher" will become your best educator regarding the most important learnings about the main topics in General and Inorganic Chemistry, and will be the pedagogue you have at home, to become an expert in Chemistry without leaving it.