The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding

Authors: Pilot, Albert; Bulte, Astrid

Source: International Journal of Science Education, Volume 28, Number 9, 14 July 2006 , pp. 1087-1112(26)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

In this paper we reflect on the experiences and results of the development and implementation of context‐based chemistry education. This development is discussed with respect to five challenges defined for chemistry curricula (Gilbert, 2006). Five context‐based approaches were selected that will provide the data for this study (Bennett & Lubben, 2006; Bulte, Westbroek, De Jong, & Pilot, 2006; Hofstein & Kesner, 2006; Parchmann, Gräsel, Baer, Nentwig, Demuth, Ralle, & the ChiK Project Team, 2006; Schwartz, 2006). These approaches have been presented using a model to represent the spiral development of an ideal curriculum until the experienced and attained curriculum (Goodlad, 1979; Van den Akker, 1998). For each of the five approaches we analysed their contribution to the five curricular challenges, the essential characteristics of the outcomes and products, the conditions that were fostering and hindering the development, the design principles, the tools and the procedures used. The outcomes of the analysis are related to Gilbert's criteria for the `use of contexts' in chemistry education. This leads the identification of priorities as new hypotheses and challenges that set the future agenda for systematic curriculum development of context‐based chemistry education.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/09500690600730737

Affiliations: 1: Utrecht University, The Netherlands

Publication date: 2006-07-14

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