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In traditional chemistry instruction, teachers write on the blackboard, students listen, memorize the facts or rules and answer when they are asked (concisely, chalk and talk). Such learning may be seen as a ladder with too many rungs that students have to climb (overloaded curriculum). But the students often do not know why they are climbing the ladder, and fail to see the connection between adjacent rungs. Traditional chemistry education is, moreover, quite resistant to reform. But content (subject mater of knowl- edge) should be selected on a ‘need-to-know’ basis to develop coherent mental maps of chemistry knowledge and to increase the relevance of the subject (Pilot and Bulte 2006a). Context-based chemistry education has been devised to address the problems of chemistry education (Demirciog˘lu et al. 2009; Stolk et al. 2009a). The context-based approach aims to develop and sustain a sense of wonder and curiosity of young people about the natural world (Demircioglu et al.˘ 2009). The context-based approach to science/chemistry teaching has become increasingly popular (Winther and Volk 1994; Barker and Millar 1999; Yager and Weld 1999; Tsai 2000); the context-based chemistry curricula includ- ing Salters Advanced Chemistry in the UK (Barker and Millar 2000; Bennett and Lubben 2006), Chemistry in Context (Schwartz 2006) and ChemCom (Sutman and Bruce 1992) in the USA, Industrial Chemistry in Israel (Hofstein and Kesner 2006), Chemie im Kontext in Ger- many (Parchmann et al. 2006), and the Chemistry in Practice in the Netherlands (Bulte et al. 2006; see Table 1) |
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5楼2012-04-21 23:09:41
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至尊木虫 (职业作家)
- 翻译EPI: 110
- 应助: 13 (小学生)
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2楼2012-04-18 23:16:34
3楼2012-04-19 19:06:24
频回眄睐
至尊木虫 (职业作家)
- 翻译EPI: 110
- 应助: 13 (小学生)
- 贵宾: 0.566
- 金币: 17176.4
- 散金: 1586
- 红花: 30
- 沙发: 3
- 帖子: 3341
- 在线: 545.1小时
- 虫号: 1238300
- 注册: 2011-03-19
- 性别: GG
- 专业: 金属有机化学
4楼2012-04-19 19:22:10
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