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Interest and relevance as aspects of context-based chemistry problems
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-7688-651X
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

To make students interested and engaged in science, several new teaching approaches have been developed aiming for higher order thinking. Context-based learning approaches emanates from an idea that science content knowledge should be presented in a, for students, relevant context to improve their learning outcomes as well as making them more interested in science. Previous research has shown positive results; however, researchers and teachers need to consider which aspects of the contextual settings young students perceive as interesting and relevant. In this presentation, the notions of ‘interest’ and ‘relevance’ will be elaborated further to discuss which aspects of open-ended chemistry problems students prefer. Both qualitative interview data and quantitative survey data will be explored in relation to interest frameworks to discuss students’ perceived interest and relevance.

Place, publisher, year, edition, pages
2017.
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
URN: urn:nbn:se:umu:diva-138674OAI: oai:DiVA.org:umu-138674DiVA: diva2:1136330
Conference
ESERA 2017
Available from: 2017-08-27 Created: 2017-08-27 Last updated: 2017-08-27

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Broman, Karolina
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf