| Autor: |
Pilot, Albert, Bulte, Astrid M.W., Westbroek, Hanna B., Jong, Onno de |
| Rok vydání: |
2007 |
| Předmět: |
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| Zdroj: |
International Journal of Science Education, 28, 9, 1063-1086 |
| Druh dokumentu: |
journal article<br />Zeitschriftenartikel |
| DOI: |
10.1080/09500690600702520 |
| Popis: |
We discuss how to reduce the incongruence between outcomes (both cognitive and affective) of conventional secondary chemistry curriculum and what is to be attained: the meaningful connection of students' learning to daily life and societal issues. This problem is addressed by a design study with one curriculum unit about 'Water Quality'. With several research cycles using developmental research, we developed an emergent understanding about an instructional framework for curriculum units that embodies a coherent 'need-to-know' principle and is based on authentic practices. Using this framework we show with some other examples how a context-based chemistry curriculum can be constructed on basis of the developed ‘need-to-know’ principle. |
| Databáze: |
SSOAR – Social Science Open Access Repository |
| Externí odkaz: |
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