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

[journal article]

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

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... view more

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.... view less

Keywords
curriculum

Classification
Curriculum, Teaching, Didactics

Free Keywords
chemistry education; context-based

Document language
English

Publication Year
2007

Page/Pages
p. 1063-1086

Journal
International Journal of Science Education, 28 (2007) 9

DOI
https://doi.org/10.1080/09500690600702520

Status
Postprint; peer reviewed

Licence
PEER Licence Agreement (applicable only to documents from PEER project)


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Home  |  Legal notices  |  Operational concept  |  Privacy policy
© 2007 - 2025 Social Science Open Access Repository (SSOAR).
Based on DSpace, Copyright (c) 2002-2022, DuraSpace. All rights reserved.