6.2. La ciencia en el siglo XIX. Las aulas de ciencias

6.2. La ciencia en el siglo XIX. Las aulas de ciencias

Founding Fathers of Chemistry

In this section, the speaker discusses the two founding fathers of chemistry: Lavoisier and Liebig. Liebig is credited with creating a new system of chemistry teaching that transformed the laboratory into a teaching space.

Chemistry Teaching in the 19th Century

  • The teaching of science played an important role in professionalizing and institutionalizing chemistry and science in the 19th century.
  • Experimental sciences were introduced into universities and secondary education institutions, becoming a fundamental part of training individuals.
  • The challenge for professors was to combine theoretical teaching with practical methods developed in pharmacy offices and craft workshops.

Experimental Demonstration as a Solution

  • One solution was experimental demonstration, which involved giving lessons together with experiments that made it possible to visualize phenomena described.
  • Experimental demonstrations did not place spectators in a passive position but allowed them to repeat and practice experiments seen in courses.
  • Preparation of these lessons resulted in the creation of small laboratories where teachers and assistants prepared educational experiments.

Liebig's Revolutionary Teaching Method

  • Liebig introduced his revolutionary teaching method by formalizing a practice that already existed.
  • He created a new teaching laboratory located between the teaching amphitheater and research laboratory, formalizing the preparation of lessons through experimentation.
Video description

Autor: Belmar García, Antonio; Serie: MOOC Historia de la CienciaData: 2017Resum: Desde las últimas décadas del siglo XVIII y a lo largo de la primera mitad del siglo XIX las ciencias experimentales se incorporan a las instituciones de enseñanza secundaria, profesional y universitaria. Los nuevos profesores de ciencias tuvieron que diseñar espacios, instrumentos, contenidos y métodos docentes que se adaptaran a las necesidades de un amplio abanico de nuevos públicos cautivos, a los intereses de editores de libros de texto y constructores de instrumentos, a los cambios en los saberes científicos que estaban llamados a enseñar y la atenta vigilancia de academias y gobiernos. Un esfuerzo creativo que obliga reflexionar sobre el significado que la enseñanza tiene en la actividad científica y cuestionar su supuesta función como mera transmisora de saberes producidos lejos de las aulas.Producció: Servei de Formació Permanent i Innovació Educativa (http://www.uv.es/sfpie)