文档介绍：Bijdrage aan de OnderwijsResearch Dagen 2004
Involving Students in Meaningful Chemistry Education
by Adapting Authentic Practices
Astrid . Bulte1, Hanna Westbroek1, Lisette van Rens2 & Albert Pilot1
1Utrecht University, 2Vrije Universiteit Amsterdam, herlands
In many countries it has been reported that students in secondary schools fail to see the relevance of learning chemistry. Several initiatives have been taken to improve this situation and make chemistry education meaningful to students by using contexts in which chemistry plays a functional role. It is however an underestimated task to elaborate this idea into real context based chemistry education with sufficient quality. The key problem is to develop principles to select and adapt a context, or more precise, an authentic practice for educational purposes, such that students can be meaningfully involved in this adapted practice. We present our theoretical framework, illustrated with some examples of adapted practices at the level of a module.
Introduction
Students very often experience a gap between the often abstract and difficult chemical concepts they learn at school and the world they live in (Osborne & Collins, 2001). So, in the past decennia several initiatives have been taken to improve this situation ( & Holman, 2002; Eijkelhof & Kortland, 1988; Nentwig, Parchmann, Demuth, Graesel, & Ralle, 2002). The different approaches attempt to bring the students’ learning closer to their own experiences, and in order to do so, these approaches share some similar characteristics to make the learning of chemistry (or science in a broader perspective) more meaningful. As a first characteristic, many of the new approaches make use of contexts as a relevant environment for learning chemistry. Secondly, the different approaches claim that students are provided with a need to know. That is, activities are planned such that students experience the learning of chemistry as relevant to them.
Based on these tw