4th EucheMs chemistry congress

wednesday, 29-Aug 2012 | thursday, 30-Aug 2012
s632
chem. Listy 106, s587–s1425 (2012)
Education and History, Professional chemists Ethics, Employability, labels
special symposium: Ethics in science – ii
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PriMo Levi: CheMiStry, LiterAture And
ethiCS
L. dei 1
1 University of Florence, Department of Chemistry “Ugo
Schiff”, Florence, Italy
The present talk aims to offer a reading of astory from Primo
Levi’s book The PeriodicTable in a scientific vein, suggesting that
chemistry and literature arethe two banks of a same river we call
culture. Moreover, the contributionenhances the ethical
implications of Primo Levi’s lesson. The reader isaccompanied
within the story Cerium, making him to go into the foldings of
the sentences that dealwith scientific laws, phenomena, and
discoveries. The purpose is to catch thebond between narration
and scientific knowledge, in a setting - that of lager’s life - where
the tragedy and the existential upset obfuscate and certainly
fadeinto the background the technical aspects of which Primo
Levi’s writing isgreatly soaked in. The narrative thread is not only
maintained but it goes toconstitute the essential skeleton onto
which the chemical knowledge isexplained rigorously as concerns
the content, even though with simplicity inthe form. The aim is
to stimulate a critical interpretation and a punctualattention
towards those parts, only apparently lacking in literary
glamour,that reveal the chemist Primo Levi. The contribution
concludes with an outlookof ‘memory’ that takes cue from another
story of the same book, Carbon. Thisoriginal view of ‘memory’
deals only with matter and energy and generates atrue pathos and
suggestiveness for people who devote themselves or manifesttheir
interest for the scientific rationalization of natural phenomena.
Keywords: History of science;
Education in Chemistry – ii
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SChooL teACherS trAininG
i. PArChMAnn 1
4 th EucheMs chemistry congress
1 Leibniz-Institute for Science Education, Chemistry Education,
Kiel, Germany
The training of chemistry teachers at universities is highly
diverse in Europe. Regardless the diversity of structures, common
content areas of university studies for teachers aiming at a degree
for teaching at upper secondary /high level have been identified
in a survey carried out in a common project of the network
EC2E2N and the division of chemistry education of EuCheMS.
Based on this survey and an additional literature research, a
framework for chemistry teacher training in Europe has been
developed. The framework describes structures to support
transition phases between school, university and school again,
content areas based on the content descriptions of the
EuroBachelor and expected outcomes as skills and abilities both
in chemistry and chemistry education.
The talk will present exemplary results form the survey and
the literature review and will discuss important feautures of the
framework.
AUGUst 26–30, 2012, PrAGUE, cZEcH rEPUbLIc