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%T A research approach to designing chemistry education using authentic practices as contexts %A Pilot, Albert %A Bulte, Astrid M.W. %A Westbroek, Hanna B. %A Jong, Onno de %J International Journal of Science Education %N 9 %P 1063-1086 %V 28 %D 2007 %K chemistry education; context-based %= 2010-09-02T14:36:00Z %~ http://www.peerproject.eu/ %> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-132134 %X 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. %C GBR %G en %9 journal article %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info