Umeå University's logo

umu.sePublications
Change search
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
Engagement and relevance through context-based, everyday life, open-ended chemistry problems
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-7688-651x
2020 (English)In: Engaging learners with chemistry: projects to stimulate interest and participation / [ed] Ilka Parchmann; Shirley Simon; Jan Apotheker, London, UK: Royal Society of Chemistry, 2020, p. 52-72Chapter in book (Refereed)
Abstract [en]

Context-based learning approaches have been introduced in several countries all over the world to make chemistry more relevant and interesting, and to enhance students' learning outcomes. This more unconventional approach towards chemistry, emphasises meaningful learning through higher-order thinking. An educational challenge has been to develop suitable tasks adapted to both affective and cognitive aspects of learning. To assess students' chemistry content knowledge and to engage students, tasks for use in class need to be designed. Also, to make the tasks interesting and relevant to the students, the teachers are central. In an on-going project, Swedish chemistry teachers attending two different teacher conferences have worked together to suggest contexts that are possible to develop further into context-based everyday life open-ended chemistry problems. In this chapter, teachers' suggestions of relevant and interesting contexts will be described through frameworks of interest, relevance and engagement. Moreover, the design process of context-based problems will be elaborated upon and the upcoming work where the problems are applied in class where students solve the problems, will be explored. Final reflections will be made regarding this type of teacher professional development program (i.e. chemistry teacher conferences), where practitioners meet researchers for design-based research and how these initiatives hopefully empower teachers in their profession.

Place, publisher, year, edition, pages
London, UK: Royal Society of Chemistry, 2020. p. 52-72
Series
Advances in Chemistry Education Series, ISSN 2056-9335 ; 5
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
URN: urn:nbn:se:umu:diva-170609DOI: 10.1039/9781788016087-00052ISBN: 9781788015080 (print)ISBN: 9781788016087 (electronic)ISBN: 9781839161278 (electronic)OAI: oai:DiVA.org:umu-170609DiVA, id: diva2:1456106
Available from: 2020-07-31 Created: 2020-07-31 Last updated: 2023-06-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPublisher's full text

Authority records

Broman, Karolina

Search in DiVA

By author/editor
Broman, Karolina
By organisation
Department of Science and Mathematics Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 408 hits
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