ERIC Number: EJ871175
Record Type: Journal
Publication Date: 2009-Dec
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1449-6313
EISSN: N/A
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.)
Descriptors: Ethnography, Chemistry, Grade 11, Scientific Concepts, Science Instruction, Foreign Countries, Context Effect, Program Effectiveness, Secondary School Science, Teaching Methods, Relevance (Education)
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: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
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
Grant or Contract Numbers: N/A