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A research approach to designing chemistry education using authentic practices as contexts


Pilot, Albert; Bulte, Astrid M.W.; Westbroek, Hanna B.; Jong, Onno de


Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132134

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Abstract We discuss how to reduce the incongruence between outcomes (both cognitive and affective) of conventional secondary chemistry curriculum and what is to be attained: the meaningful connection of students' learning to daily life and societal issues. This problem is addressed by a design study with one curriculum unit about 'Water Quality'. With several research cycles using developmental research, we developed an emergent understanding about an instructional framework for curriculum units that embodies a coherent 'need-to-know' principle and is based on authentic practices. Using this framework we show with some other examples how a context-based chemistry curriculum can be constructed on basis of the developed ‘need-to-know’ principle.
Thesaurusschlagwörter curriculum
Klassifikation Unterricht, Didaktik
Freie Schlagwörter chemistry education; context-based
Sprache Dokument Englisch
Publikationsjahr 2007
Seitenangabe S. 1063-1086
Zeitschriftentitel International Journal of Science Education, 28 (2007) 9
DOI http://dx.doi.org/10.1080/09500690600702520
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)