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A research approach to designing chemistry education using authentic practices as contexts
[journal article]
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)