Getting Involved: Context-Based Learning in Chemistry Education

Menthe, Jürgen; Parchmann, Ilka

doi:10.1007/978-3-662-45085-7_3

Cited by 8 publications

(8 citation statements)

References 34 publications

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“…Affective domain framework explains how people deal with things emotionally and encompasses the following: feelings or perceptions, values, appreciation, enthusiasm, motivation, and attitudes . Affective outcomes are important for enhancing student learning . Using this framework, we assessed students’ “perceptions” related to the learning environment, organization of laboratory experiments, and learning gains and relevance of the experiments.…”

Section: Situated Learning and Affective Domain Frameworkmentioning

confidence: 99%

“…29 Affective outcomes are important for enhancing student learning. 30 Using this framework, we assessed students' "perceptions" related to the learning environment, organization of laboratory experiments, and learning gains and relevance of the experiments. Understanding students' perceptions of the learning environment and laboratory activities can inform the development of effective curricula.…”

Section: Frameworkmentioning

confidence: 99%

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Integrating Authentic Research Experiences into the Quantitative Analysis Chemistry Laboratory Course: STEM Majors’ Self-Reported Perceptions and Experiences

et al. 2019

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Integrating authentic research-based experiences that mimic real-world scientific practices and relevance to student personal life into a chemistry curriculum can make abstract chemical principles more palpable to students. Unfortunately, many reported research-based experiences chemistry laboratory experiments lack relevance to a student's personal life. Additionally, the impact of a "relevant" authentic researchbased experience curriculum on students' affective outcomes beyond the General Chemistry courses has been overlooked. Two authentic research experiences modules developed around nanotechnology applications were implemented in a Quantitative Analysis Chemistry laboratory course for STEM majors. A follow-up study assessed the STEM majors' perceptions of the learning environment and the organization of lab after exposure to both conventional experiments and authentic research-based experiences modules, as well as their perceived learning gains and the relevance of the laboratory experiments. Data were collected through validated surveys, and open-ended survey items and classroom observations. There were 55 students who participated in the study. Results showed significant improvements of students' perceptions of learning environment and organization of the laboratory, favoring authentic research experiences modules over the conventional experiments. Self-reported learning gains and relevance of the experiments to students were also associated with the authentic research-based experiments. Students' perceptions favoring the intervention modules related to learning through scientific inquiry, content relevance to real-world applications and student personal life, and use of real-world materials and a wide array of chemical instruments and techniques. Results imply the need to implement authentic research-based experiences centered on real-world issues and student personal life in the chemistry laboratory courses.

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Section: Situated Learning and Affective Domain Frameworkmentioning

confidence: 99%

Section: Frameworkmentioning

confidence: 99%

Integrating Authentic Research Experiences into the Quantitative Analysis Chemistry Laboratory Course: STEM Majors’ Self-Reported Perceptions and Experiences

et al. 2019

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“…Although different projects tried to accomplish a shift in communication opportunities and agency for the benefit of students (e.g., context‐based learning approaches that emphasize student‐centered activities and decisions during the learning process; Menthe & Parchmann, ), the role of the teacher is still rather dominant. Moreover, summative and content‐oriented assessment approaches are prevalent with an emphasis on factual knowledge, both within class and in centrally administered tests (Kühn, ).…”

Section: Design and Analysis Proceduresmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

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“…Bununla birlikte eğitim alanında bağlam temelli uygulamaların artmasının temel nedeni de okullarda öğretilenlerin anlamlı kılınmasıdır (Bülbül & Matthews, 2012). Ayrıca bağlam temelli yaklaşım aracılığıyla öğrencilerin ilgili kavramı öğrenmeleri için gerekli motivasyon desteği sağlamış da olmaktadır (De Jong, 2008;Menthe & Parchmann, 2015). Yine bağlam temelli öğrenme, öğrencilerde öğrenme ihtiyacı (need-to-know) oluşmakta (King & Ritchie, 2013) ve eğlenceli öğretim ortamı sağlamaktadır (Parchmann et al, 2006).…”

Section: Türkçe Sürüm Girişunclassified

“…In addition, the basic reason why the context-based practices increase in education is to make the things taught meaningfully (Bülbül & Matthews, 2012). In addition, necessary motivation support is provided to help students to learn relevant concepts through the context-based approach (De Jong, 2008;Menthe & Parchmann, 2015). Moreover, the context-based learning may lead to needs-to-know among students (King & Ritchie, 2013) and ensures entertaining teaching environment (Parchmann et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

The effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics

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Akar

et al. 2018

Pegegog

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Students’ associating their knowledge with daily life demonstrates great significance in terms of understanding the importance of topics they learn in school as well as knowing where and how they are used in their daily life. In this context, teachers who will reflect these relationships in learning environments must have sufficient knowledge and experience. In this research, it was aimed to investigate the effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics. The sample consisted of totally 30 fourth class students who were at the department of Science Teaching in the Faculty of Education. In the research, astronomy and electrical learning topics were chosen and activities based on real life problems in these were applied. The data gathered were based on the effects of these activities. The research was conducted following an experimental design and data were collected applying the pre-post test pattern. The data were collected through open-ended questionnaires related to the use of learning topics in daily life. As a result, it was found that the levels of associating the learning topics with daily life were nearly doubled in the field of electrical and astronomy learning topics.

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Getting Involved: Context-Based Learning in Chemistry Education

Cited by 8 publications

References 34 publications

Integrating Authentic Research Experiences into the Quantitative Analysis Chemistry Laboratory Course: STEM Majors’ Self-Reported Perceptions and Experiences

Integrating Authentic Research Experiences into the Quantitative Analysis Chemistry Laboratory Course: STEM Majors’ Self-Reported Perceptions and Experiences

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

The effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics

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