Donna King
New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning
Queensland University of Technology
contextbased chemistry education aims improve student interest motivation chemistry connecting canonical chemistry concepts realworld contexts implementation contextbased chemistry programmes began 20 years ago attempt make learning chemistry meaningful students paper reviews programmes empirical studies six international courses chemcom usa salters uk industrial science israel chemie im kontext germany chemistry practice netherlands plon netherlands studies categorised emergent characteristics relevance interestattitudesmotivation deeper understanding characteristics found extent number curricular initiatives sciencetechnologysociety approaches problembased learning projectbased science latter often incorporates inquirybased approach science education initiatives science education also considered focus characteristics approaches emphasised contextbased education curricular studies provide starting point discussing contextbased approaches chemistry advance understanding students connect canonical science concepts realworld context new theoretical framework required dialectical sociocultural framework originating work vygotsky used referent analysing complex human interactions occur contextbased classrooms providing teachers recent information pedagogical structures resources afford students agency learn