Context-based chemistry : creating opportunities for fluid transitions between concepts and context


Autoria(s): King, Donna T.
Data(s)

01/12/2009

Resumo

Nationally and internationally, context-based programs have been implemented in an attempt to engage students in chemistry through connecting the canonical science with the real-world. In Queensland, a context-based approach to chemistry was trialled in selected schools from 2002 but there is little research that investigates how students learn in a context-based setting. This paper presents one significant finding from an ethnographic study that explored the learning that occurred in an 11th grade context-based chemistry classroom in Queensland. The study found that by providing students with the opportunity to write, fluid transitions (or to-ing and fro-ing) between concepts and context were an outcome of context-based learning.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/29318/

Publicador

Australian Science Teachers Assocation

Relação

http://eprints.qut.edu.au/29318/1/29318.pdf

http://www.asta.edu.au/resources/teachingscience

King, Donna T. (2009) Context-based chemistry : creating opportunities for fluid transitions between concepts and context. Teaching Science : The Journal of the Australian Science Teachers Association, 55(4), pp. 13-19.

Direitos

Copyright 2009 Australian Science Teachers Assocation

Fonte

School of Curriculum; Faculty of Education

Palavras-Chave #130212 Science Technology and Engineering Curriculum and Pedagogy #context-based #chemistry #secondary #science #fluid transitions
Tipo

Journal Article