Export to your Reference Manger

Please Copy & Paste



Bookmark and Share

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

fulltextDownloadDownload full text

(605 KByte)

Citation Suggestion

Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132134

Further Details
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.
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 http://dx.doi.org/10.1080/09500690600702520
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)