Context-Based Chemistry: The Salters Approach

Autor/inn/en	Bennett, Judith; Lubben, Fred
Titel	Context-Based Chemistry: The Salters Approach
Quelle	In: International Journal of Science Education, 28 (2006) 9, S.999-1015 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Chemistry; High School Students; Student Reaction; Science Curriculum; Science Instruction; Foreign Countries; Curriculum Development; Teacher Response; Context Effect; Affective Behavior; Cognitive Processes; United Kingdom + Suchen Sie Ihr Suchwort? Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerkritik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkommentar; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Großbritannien
Abstract	This paper describes briefly the development and key features of one of the major context-based courses for upper high school students, Salters Advanced Chemistry. It goes on to consider the research evidence on the impact of the course, focusing on teachers' views, and, in particular, on students' affective and cognitive responses. The research evidence indicates that students respond positively to the context-based approach adopted in Salters Advanced Chemistry, and that they develop levels of understanding of chemical ideas comparable with those taking more conventional courses. Finally, issues to do with the development and evaluation of large-scale curriculum projects are considered. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10