On the nature of "context" in chemical education
Gilbert, J. K. (2006) On the nature of "context" in chemical education. International Journal of Science Education, 28 (9). pp. 957-976. ISSN 0950-0693
Full text not archived in this repository.
To link to this item DOI: 10.1080/09500690600702470
Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that if the notion of "context" is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of "context" are identified that are currently used or that may be used in some form within chemical education as the basis for curriculum design. It is suggested that a model based on physical settings, together with their cultural justifications, and taught with a socio-cultural perspective on learning, is likely to meet those challenges most fully. A number of reasons why the relative efficacies of these four models of approaches cannot be evaluated from the existing research literature are suggested. Finally, an established model for the representation of the development of curricula is used to discuss the development and evaluation of context-based chemical curricula.