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

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

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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