Engaging with Chemistry through Contexts
Watters, James J. (2004) Engaging with Chemistry through Contexts. In Royal Australian Chemical Institute, Tertiary-Secondary Interface Conference, August 2004, Brisbane. (Unpublished)
Over the last decade a context-based approach has been developed in the Europe and the USA and recently trialled in Queensland. In the UK, the context-based approach is both rigorous and hugely successful in attracting large numbers of students to study ‘A’ level chemistry. The principles of chemistry are taught within the context of socially significant issues such as global warming, ozone depletion, sustainability, biotechnology, and engineering. The chemistry is presented as needed to inform an understanding of the central topics. Activities are designed along the lines of problem based learning (PBL) to promote critical thinking and risk-benefit analysis as well as an understanding of chemical principles. This session will explore some of the issues in generating context-based learning.
Impact and interest:
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|Item Type:||Conference Paper|
|Keywords:||chemistry teaching, context, based curricula, science education, inquiry learning, school science, senior science, review, integrated science, HERN|
|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 2004 (please consult author)|
|Deposited On:||19 Mar 2007|
|Last Modified:||09 Jun 2010 12:38|
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