Developing key competences

Abstract

In the dynamic landscape of education, the role of teachers has transcended the traditional boundaries of information delivery to becoming architects of meaningful learning experiences. As we navigate the evolving needs of education, the book “Developing Key Competences” delves into a comprehensive exploration of various facets in the realm of education. This compilation addresses the challenges and aspirations of future educators, offering insights into their reflective practices and the essential competences they need to hone. The chapters in this book serve as a multifaceted lens, each focusing on a specific aspect of education and shedding light on its intricacies. From the reflective contemplation of the future teacher to the innovative methodologies for engaging Generation Z learners, the book traverses diverse terrains to provide a holistic view of the contemporary challenges and opportunities in the field. The initial chapters set the stage by examining the challenges and needs that prospective teachers encounter in the preparation of lessons. They explore the complexities of integrating different subjects, examining the viewpoints of teachers regarding the opportunities and obstacles associated with this approach. Furthermore, the book delves into the fundamental question of why we teach science, offering valuable insights into the considerations that future educators bring to this crucial aspect of their profession. A significant portion of the book is dedicated to practical strategies for effective teaching. From the meticulous preparation of experimental activities to the development of algorithmic thinking through mathematical tasks, the authors provide actionable approaches that resonate with the needs of both teachers and learners. The exploration extends to innovative strategies for assessing geology in secondary education, highlighting the importance of adaptive evaluation methods. In a rapidly advancing technological era, the book critically examines the readiness of the school environment for the implementation of computational thinking principles, emphasizing the need for aligning educational practices with contemporary demands. Furthermore, the authors unravel the practical applications of pedagogical approaches such as the TASC method in teaching carbohydrates in lower secondary school and the flipped classroom method in the context of applied chemistry. Addressing the broader societal relevance of science, the book also poses thought-provoking questions about the necessity of chemistry knowledge in everyday life. Additionally, it explores the intersection of chemistry teaching with learning differences, particularly focusing on the challenges posed by dyslexia. “Developing Key Competences” seeks to be a guiding beacon for educators, providing a rich tapestry of insights, strategies, and reflections that will empower them to navigate the complexities of teaching chemistry. As we embark on this intellectual journey, we invite readers to explore and engage with the diverse perspectives presented within, fostering a community dedicated to enhancing the quality and impact of chemistry education.