On the Nature of "Context" in Chemical Education
Dados Bibliográficos
| ID | 5771461 |
|---|---|
| Autores | John K Gilbert (University of Reading, autor correspondente) |
| Ano | 2006 |
| Volume | 28 |
| Fascículo | 9 |
| Páginas | 957-976 |
| Data de publicação | 2006-07-14 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | International Journal of Science Education, Part B (JOURNAL) |
| Identificadores do periódico | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09500690600702470 |
| OpenAlex | W1976988822 |
| Idioma | EN |
| Citações recebidas | 69 |
| Referências citadas | 21 |
Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that if the notion of "context" is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of "context" are identified that are currently used or that may be used in some form within chemical education as the basis for curriculum design. It is suggested that a model based on physical settings, together with their cultural justifications, and taught with a socio-cultural perspective on learning, is likely to meet those challenges most fully. A number of reasons why the relative efficacies of these four models of approaches cannot be evaluated from the existing research literature are suggested. Finally, an established model for the representation of the development of curricula is used to discuss the development and evaluation of context-based chemical curricula
Representation · Innovative Teaching and Learning Methods · Science Education and Pedagogy · Various Chemistry Research Topics
Analysing Middle School Students’ Perceptions of Their Science Classroom In Relation to Attitudes and Motivation
Teaching and Learning in Context-Based Science Classes
Science Education
Supporting Teachers to Transform Their Classes into a Context-Based Learning Environment
Context-Based Science Education in Senior Secondary Schools in the Netherlands
Interaction between Teachers and Teaching Materials
The History of Chemistry in Latin America
Bringing Science to Life
Measuring Context-Based Learning Environments in Dutch Science Classrooms
Concluding Reflections on Context-Based Learning Environments in Science
CHEMIE PUR – Unterrichten in der Natur
The meaning of ‘relevance’ in science education and its implications for the science curriculum
The roles of the formal and informal sectors in the provision of effective science education
Teachers Creating Context-Based Learning Environments in Science
Social Studies, Science, and Civics
Green chemistry and cultural wisdom
A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship
Embracing the inclusion of societal concepts in biology improves student understanding
Challenge Based Learning as authentic learning environment for STEM identity construction
Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning
Promoting institutional collaboration through a joint project-based learning course
Context-Based Testing as Assessment Tool in Chemistry Learning on University Level
Inquiring in the Science Classroom by PBL
Development of Critical Thinking in Pre-Service Early Childhood Education Teachers Using Scientific Inquiry Practices in STEM Projects
Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development
Student Experiences in Context-Based STEM Instructional Design
Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
Exploring Chemistry Professors’ Methods of Highlighting the Relevancy of Chemistry
Exploring learning outcomes of science experiments using physical instrument and substances assisted by digital entities
People Like Me? Enhancing Course Relevance and Political Efficacy
Bringing design practices to chemistry classrooms
Teaching chemistry in context
Checkable nutrition
Students’ interest in particle physics
Food in science, science in food – Interdisciplinarity in science/chemistry and home economics lower secondary curricula across three countries
Upper secondary students’ situational interest in physics learning in Finland and Chile
Students’ situational interest in cultivated plants
Investigating eye tracking metrics involved in organic chemistry question – solving processes of pre-service science teachers
Model-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquids
One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education
Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy
Teachers as participant-narrators in authentic data stories
Developing museum-school partnerships
Probing Greek secondary school students’ awareness of green chemistry principles infused in context-based projects related to socio-scientific issues
Context-based learning in flipped middle school chemistry class
Scientific Perspectivism in Secondary-School Chemistry Education
Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework
Reframing Chemical Thinking Through the Lens of Disciplinary Essential Questions and Perspectives for Teaching and Learning Chemistry
To choose or not to choose? Effects of choice in authentic context-based learning environments
Lessons from a professional learning community
Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula
A structural model of student experiences in a career‐forward chemistry laboratory curriculum
Scrum methodology in context-based secondary chemistry classes
Making Meaning of Science
From “context” to “active contextualization”
Using WebQuest and Wiki Activities in Chemistry Courses
Dewey’s Yardstick
Assessing Socioscientific Argumentation
Perspective of Teachers to Context-Based Learning and Its Use in Science Education
Sınıf Öğrencilerinin İnsan ve Çevre Konusunu React Stratejisi ile Öğrenmeleri Deneyimi
The Landscape of Research on Contextualized Science Learning
Systems thinking for education about the molecular basis of sustainability
Beyond the shore
A New Definition of Models and Modeling in Chemistry’s Teaching
Ciencias para la ciudadanía y formación inicial de profesores de ciencias
Cuidar, Conhecer e Agir
As narrativas de termodinâmica nos livros didáticos angolanos e a conceptualização dos seus leitores
Acercar las fronteras entre el museo y la escuela como escenarios educomunicativos
Towards a More Authentic Science Curriculum
Students' and teachers' conceptions of the nature of science
Facilitating teachers' professional growth through their involvement in creating context-based materials in science
The situativity of knowing, learning, and research
Knowledge and Teaching
Rethinking Context
| Obras citantes distintas | 69 |
|---|---|
| Citações por ano | 4,31 |
| Intervalo de citações | 2010 - 2026 (17) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 69 |