Increasing student motivation and the perception of chemistry's relevance in the classroom by learning about tattooing from a chemical and societal view

Abstract

This paper presents a study on tattooing as a topic for chemistry education. The selection of the topic was inspired by a newly suggested framework, which focuses on the question of relevance of science education. The aim of this case was to get evidence on how topics selected based on the suggested model of relevance of science education affect learners' overall motivation and perception of chemistry learning. For the purpose of the study a lesson plan was cyclically developed and tested within a project of Participatory Action Research. The lesson plan focuses both the chemistry behind tattoo inks and the societal perspectives surrounding tattoos. The study description first includes some background information about tattooing and tattoo inks. It then continues with a description of the lesson plan and ends with reporting experiences and findings taken from lesson plan evaluations at the lower secondary chemistry teaching level (age 14–15). The topic and lesson plan proved themselves to be very motivating for students. Indicators that this lesson plan can potentially contribute to positive changes in students' perceptions of learning chemistry were observed. Implications arising from this case are also discussed.

Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

“…Allocating more resources will provide answers to the second challenge, but the first challenge needs a more complex change. This change could be based on both changing the focus of the curriculum from the subject matter in an overloaded science curriculum to a different focus related to skills development [31] and providing a context that makes science relevant [32] to students.…”

“…The ministry of education initiated a steering committee, which developed a new curriculum together with teachers, and coaches from different universities. The curriculum consisted of educational materials for 9th grade chemistry classes, based structure of Chemie im Kontext (ChiK) 32 , as developed at the IPN and the University of Oldenburg (9): Teaching chemistry in context. In 2013 a new curriculum was implemented in The Netherlands, based on an in depth analysis of problems with chemistry education at that time.…”

“…[36] Many European countries have been experiencing significant problems when trying to encourage students to pursue advanced studies in chemistry. [37] Throughout Europe, [32] the number of students who have chosen to study science, technology, engineering, and mathematics subjects has decreased dramatically. In addition, in the US, students who choose to major in science and engineering have been found to be at a lower level and quality over the years.…”

“…The ROSE study, [32] which focused on students' attitudes toward science, was conducted in more than 20 countries, both developed and underdeveloped. This study showed that in general, students expressed negative attitudes toward school science in countries whose economic conditions were more advanced compared with underdeveloped countries.…”

Cooperation of the Pre-Service Chemistry and Geography Teachers on an Interdisciplinary Lesson Planning

“…According to Stuckey et al (2013) the relevant science education encompasses learners' curiosity and interest, contributes to the development of skills that could be useful for learners in everyday life, as well as to the development of learners' intellectual skills, prepares them for self-determined and responsible life in society, contributes to the development of their competencies to participate in society, especially according to the sustainable development principles, opens youth toward formal career opportunities, and prepares them for further academic or vocational training. Selection of learning topics based on such a model of relevance of science education has led to significant changes in the students' level of motivation and affected the learners' perception of chemistry (Stuckey & Eilks, 2014). Stimulating students to ask questions about topics from the realm of science that are of interest to them increases the attractiveness and relevance of science curricula to students (Baram-Tsabari, Sethi, Bry, & Yarden, 2006;Cakmakci et al, 2012).…”