Academic Success in Context-Based Chemistry: Demonstrating Fluid Transitions between Concepts and Context

Autor/inn/en	King, Donna Therese; Ritchie, Stephen M.
Titel	Academic Success in Context-Based Chemistry: Demonstrating Fluid Transitions between Concepts and Context
Quelle	In: International Journal of Science Education, 35 (2013) 7, S.1159-1182 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.774508
Schlagwörter	Science Instruction; Secondary School Science; Grade 11; Chemistry; Hands on Science; Scientific Concepts; Concept Formation; Foreign Countries; Context Effect; Interaction; Water Quality; Science Laboratories; Science Achievement; Educational Technology; Cooperative Learning; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 11; 11. Schuljahr; Schuljahr 11; Chemie; Concept learning; Begriffsbildung; Ausland; Interaktion; Wasserqualität; Unterrichtsmedien; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing conceptual understanding. This interpretive study explored the learning transactions in one 11th grade context-based chemistry classroom where the context was the local creek. The dialectic of agency/structure was used as a lens to examine how the practices in classroom interactions afforded students the agency for learning. The results suggest that first, fluid transitions were evident in the student-student interactions involving successful students; and second, fluid transitions linking concepts to context were evident in the students' successful reports. The study reveals that the structures of writing and collaborating in groups enabled students' agential and fluent movement between the field of the real-world creek and the field of the formal chemistry classroom. Furthermore, characteristics of academically successful students in context-based chemistry are highlighted. Research, teaching, and future directions for context-based science teaching are discussed. (Contains 1 table,) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10