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On the nature of 'context' in chemical education

[journal article]

Gilbert, John K.

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Abstract Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that, if the notion of 'context' is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of 'context' are identified that are currently used or which may be used in some form within chemical education as the basis for curriculum design. It is suggested that a model based on physical settings, together with their cultural justifications, and taught with a socio-cultural perspective on learning, is likely to meet those challenges most fully. A number of reasons why the relative efficacies of these four models of approaches cannot be evaluated from the existing research literature are suggested. Finally, an established model for the representation of the development of curricula is used to discuss the development and evaluation of context-based chemical curricula.
Keywords curriculum
Classification Curriculum, Teaching, Didactics
Free Keywords chemistry education; context-based
Document language English
Publication Year 2007
Page/Pages p. 957-976
Journal International Journal of Science Education, 28 (2007) 9
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)