Teacher beliefs and constraints in implementing a context-based approach in chemistry
King, Donna T. (2008) Teacher beliefs and constraints in implementing a context-based approach in chemistry. Curriculum Leadership, 6(6).
Context-based chemistry is a new teaching approach which applies the concepts studied to contexts relevant to students. In Queensland a syllabus adopting a context-based approach to Years 11 and 12 Chemistry has been piloted over the last five years in selected classrooms. This article reports on a study evaluating the success of the pilot. The study offers significant support for the value of context-based chemistry in the senior secondary years, while also noting the challenges that the new approach presents for students, teachers and parents.
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|Item Type:||Journal Article|
|Additional Information:||This article is an edited version of an article of the same title which originally appeared in Teaching Science Autumn 2007, and which is also available in manuscript form online at QUT eprints http://dev-www.eprints.qut.edu.au/archive/00007641/|
|Keywords:||context, based chemistry|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2008 Donna T. King|
|Deposited On:||26 Aug 2008|
|Last Modified:||09 Jun 2010 23:03|
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