Making it relevant: Context based learning of sciencePeter Nentwig, David Waddington 'Teaching in context' has become an accepted, and often welcomed, way of teaching science in both primary and secondary schools. The conference organised by IPN and the University of York Science Education Group, Context-based science curricula, drew on the experience of over 40 science educators and 10 projects. The book is arranged in four parts. Part A consists of two papers, one on situated learning and the other on implementation of new curricula. Part B contains descriptions of five major curricula in different countries, why they were introduced, how they were developed and implemented and evaluation results. Part C gives descriptions of three projects that are of smaller scale and their materials are used as interventions in other more conventional curricula. There is also a contribution on some fundamental research where modules of work are written to examine how best to design context-based curricula. Finally, Part D consist of two chapters, one summarising some of the findings that came out of the chapters in the three earlier parts and the second looks at the future. |
Contents
| 13 | |
| 35 | |
Introduction to Part B | 65 |
Chemistry | 91 |
The Salters Approach | 121 |
Chemie im Kontext From situated learning in relevant contexts | 155 |
Physical and Natural Sciences a new curriculum in Portugal | 175 |
Introduction to Part C | 213 |
The ETH case studies | 243 |
Modules for a new chemistry curriculum Research | 273 |
Introduction to Part D | 303 |
Where next? | 323 |
Biographies of the authors | 347 |
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Making it relevant: Context based learning of science Peter Nentwig,David Waddington Limited preview - 2006 |
Common terms and phrases
able activities Advanced aims American Chemical Society answers apply approach aspects assessment basic become Chem ChemCom chemical chemistry classroom cognitive competence concepts concerning context context-based course curricula curriculum decision described discussion effective environment evaluation example experience factors findings framework give given goals high school ideas implementation important individual innovation instructional interest introduced involved issues knowledge learners learning learning process materials means module motivation nature organization participants perspective phase physics planning PLON practice prepare present problem production questions reflect relevant role Salters Science Education scientific scientific literacy situated skills social society specific strategies structure successful teachers teaching theme theory topics traditional understanding unit University York