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ERIC Number: EJ871175
Record Type: Journal
Publication Date: 2009-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1449-6313
Context-Based Chemistry: Creating Opportunities for Fluid Transitions between Concepts and Context
King, Donna
Teaching Science, v55 n4 p13-20 Dec 2009
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. (Contains 4 tables and 1 figure.)
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia