Getting Involved: Context-Based Learning in Chemistry Education

Menthe, Jürgen and Parchmann, Ilka (2014) Getting Involved: Context-Based Learning in Chemistry Education Affective Dimensions in Chemistry Education. Springer-Verlag Berlin Heidelberg, Berlin Heidelberg, pp. 51-67. DOI 10.1007/978-3-662-45085-7_3.

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Abstract

This chapter reviews influential theories of motivation and interest development to support the argument that emotional and affective aspects are crucial for attitudes toward and learning of chemistry in schools. Context-based learning approaches such as the German project Chemie im Kontext are reflected from the perspective of their ability to foster students’ interest and motivation. The “RIASEC framework” is presented as a structure to design context-based teaching modules that match students’ interests. Based on this framework, three examples of modules describe how different areas of interest can be explored in order to connect content knowledge to personal or societal questions. Empirical findings are discussed for one study investigating students’ attitudes as well as their application of content knowledge. The results showed that using personally relevant contexts had mostly positive effects on students’ motivation and interest; however, there were less satisfying results regarding students’ application of content knowledge. This study suggests that, in some cases, an emotional identification with a topic might restrain the application of science concepts, e.g., in decision making. Recommendations for further research are proposed.

Document Type: Book chapter
Research affiliation: OceanRep > The Future Ocean - Cluster of Excellence
Kiel University
Refereed: Yes
DOI etc.: 10.1007/978-3-662-45085-7_3
Projects: Future Ocean
Date Deposited: 18 May 2017 06:45
Last Modified: 18 May 2017 06:45
URI: http://eprints.uni-kiel.de/id/eprint/38025

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