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Introduction In recent years, the number of students choosing to study chemistry at university has substantially decreased (van Driel 2005; Bennett et al. 2005; Schwartz 2006; Gilbert 2006; King 2007). However, some efforts on the context- based approach have gradually been changing this declin- ing trend to ascending one. But some of the problems facing chemistry education are still available: the chemistry curricula are overloaded with content (Gilbert 2006; Pilot and Bulte 2006a), the weak linkage between real life and scientific knowledge (Gilbert 2006; Demirciog˘lu et al. 2009; Stolk et al. 2009a), students¡¯ difficulties in trans- ferring chemical knowledge to different contexts (Gilbert 2006), a failure to see the reasons for studying chemistry (Gilbert 2006; Demirciog˘lu et al. 2009; Stolk et al. 2009b), chemistry curricula that are isolated from society and the learner (Stolk et al. 2009a), the passive involvement of students in the learning process (Stolk et al. 2009a), the failure to inculcate scientific literacy between students who will not continue to study the subject (Gilbert 2006), and a predominantly traditional chemistry education emphasiz- ing the memorization of facts, theories and rules (Stolk et al. 2009a). |
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