QUT ePrints

New perspectives on context-based chemistry education : using a dialectical sociocultural approach to view teaching and learning

King, Donna T. (2012) New perspectives on context-based chemistry education : using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), pp. 51-87.

View at publisher

Abstract

Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes through empirical studies on six international courses, ChemCom (USA), Salters (UK), Industrial Science (Israel), Chemie im Kontext (Germany), Chemistry in Practice (The Netherlands) and PLON (The Netherlands). These studies are categorised through emergent characteristics of: relevance, interest/attitudes motivation and deeper understanding. These characteristics can be found to an extent in a number of other curricular initiatives, such as science-technology-society approaches and problem-based learning or project based science, the latter of which often incorporates an inquiry-based approach to science education. These initiatives in science education are also considered with a focus on the characteristics of these approaches that are emphasised in context-based education. While such curricular studies provide a starting point for discussing context-based approaches in chemistry, to advance our understanding of how students connect canonical science concepts with the real-world context, a new theoretical framework is required. A dialectical sociocultural framework originating in the work of Vygotsky is used as a referent for analysing the complex human interactions that occur in context-based classrooms, providing teachers with recent information about the pedagogical structures and resources that afford students the agency to learn.

Impact and interest:

9 citations in Scopus
Search Google Scholar™
9 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

106 since deposited on 04 Mar 2012
96 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 48956
Item Type: Journal Article
Keywords: context-based, chemistry education, dialectics, sociocultural, structure \ agency, agency \ passivity, HERN
DOI: 10.1080/03057267.2012.655037
ISSN: 1940-8412
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2012 Routledge (Taylor & Francis)
Copyright Statement: This is a preprint of an article submitted for consideration in the [Studies in Science Education] © [2012] [copyright Taylor & Francis]; [Studies in Science Education] is available online at: www.tandfonline.com
Deposited On: 04 Mar 2012 22:24
Last Modified: 02 Oct 2013 05:18

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page