Research in Didactics

At the University of Montpellier, practical work entitled “Magic Science Chemistry” has been established in first and second years (L1 or L2) by a team of teachers including Jean-Sébastien Filhol, member of the ICGM didactic project team. The principle of Magic Science Chemistry is to use the pretext of synthesis of compounds with remarkable properties and spectacular effects such as superconductors, phosphorescents, ferrofluids, precious stones…, to transmit to students not only technical skills, also associated with chemical risks, but also practical aspects (search for information) or tools for the oral presentation of a work.
Here, the impact of this training on the elements of motivation and autonomy of students (objectives displayed by the teaching team) as well as on the knowledge and skills acquired, was studied. The construction of the concept of chemical bonding at the transition from high school to university is specifically adressed.
It has been noted in recent years that master’s and/or doctoral students do not master some basic concepts of chemistry. This project studies the transition between secondary and higher education in the particular case of the concept of chemical bonding in order to observe the continuities or ruptures that may exist in the transition between these two levels of education.
In addition, the level of abstraction of the chemical bond makes it a difficult notion to grasp and understand. Its teaching and learning from high school to university, especially in the First Scientific class with Lewis’ model and in the first year of Bachelor’s degree at the University where the model of frontier orbitals coexists with that of Lewis, are evaluated in this study.
This project stems from the ICGM’s activities in materials chemistry and is based on notions of chemical bonding that are important to study in order to promote student involvement and improve their level of teaching and learning.