Learning chemistry and beyond with a lesson plan on potato crisps, which follows a socio-critical and problem-oriented approach to chemistry lessons – a case study

Marks, Ralf; Bertram, Stefanie; Eilks, Ingo

doi:10.1039/b812416g

Cited by 41 publications

(58 citation statements)

References 23 publications

(44 reference statements)

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“…Marks, et al, 2008;Feierabend & Eilks, 2011;Burmeister & Eilks, 2012), this lesson was described in very positive terms by teachers due to its authentic and interdisciplinary character. The hoped-for, controversial discussions were present from the beginning of the unit.…”

Section: Experiences and Selected Results From The Evaluationmentioning

confidence: 99%

“…It is also possible to have the pupils create their own articles through the journalist method (Marks, Otten & Eilks, 2010). Another societal practice which is very prominent in the doping debate is the public discussion occurring in TV talk shows (Marks, Bertram & Eilks, 2008). The current test case employs a role-playing exercise in the form of a TV talk show in order involve the participants in the societal controversy.…”

Section: Elaboration and Discussion Of Various Perspectivesmentioning

confidence: 99%

“…This not only occurred in the foreground of the newlysuggested lesson plan, but also with reference to earlier teaching experiences in previous case studies (e.g. Marks, Bertram & Eilks, 2008;. A few thoughts will serve to preface the situation, before the specified test criteria are outlined below.…”

Section: A Reflection On Criteria For Selecting Socioscientific Issuementioning

confidence: 99%

“…Teaching units have been published e.g. on low-fat, low-carb diets (Marks, Bertram & Eilks, 2008), musk fragrances in shower gels or the use of bioethanol as an alternative fuel source (Feierabend & Eilks, 2011). Different research-based suggestions for the science classroom were derived from these units.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Reflecting Socio-Scientific Issues for Science Education Coming from the Case of Curriculum Development on Doping in Chemistry Education

Stolz

Witteck

Marks

et al. 2013

EURASIA J MATH SCI T

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Section: Experiences and Selected Results From The Evaluationmentioning

confidence: 99%

Section: Elaboration and Discussion Of Various Perspectivesmentioning

confidence: 99%

Section: A Reflection On Criteria For Selecting Socioscientific Issuementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reflecting Socio-Scientific Issues for Science Education Coming from the Case of Curriculum Development on Doping in Chemistry Education

Stolz

Witteck

Marks

et al. 2013

EURASIA J MATH SCI T

Self Cite

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“…Likewise, this suggests that any teaching intervention different from the conventional or existing instruction seems to stimulate the PSTs' attention/interest to the topic under investigation (e.g. Marks, Bertram & Eilks, 2008;Saka, 2011;Ültay, Durukan & Ültay, 2015).…”

Section: Discussion Of the First Two Research Questionsmentioning

confidence: 99%

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Ültay

Çalık

2015

EURASIA J MATH SCI T

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Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with 'acids and bases' subject on pre-service science teachers' conceptions and attitudes towards chemistry and to compare them with each other. Within quasi-experimental research design, the sample comprised of 95 pre-service science teachers from Faculty of Education in Giresun University, Turkey. Three intact groups were randomly assigned as either experimental and control groups. To gather data, Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and Experiences Questionnaire (CAEQ) and semistructured interviews were used. The results denote that REACT strategy is effective in helping the pre-service science teachers retain their gained conceptions in long-term memory whilst 5Es learning model is efficient in achieving conceptual learning. Finally, future studies should test the effects of REACT strategy and 5Es learning model on different variables (i.e. sample, subject, scientific process skills, scientific inquiry) over a longer period of time (i.e. one semester or one-year).Keywords: acids and bases, REACT Strategy, 5Es learning model, contextual learning, constructivism INTRODUCTIONConstructivist learning theory claims that learning is an interaction between new knowledge and pre-existing knowledge (e.g. Bybee, Taylor, Gardner, van Scotter, Powell, Westbrook & Landes, 2006;Driver, 1981). To achieve constructivist learning, 3Es (Explore-Explain-Elaborate) (called Learning Cycle Model), 4Es (Engage-Explore-Explain-Evaluate), 5Es (Engage-Explore-Explain-ElaborateEvaluate) and 7Es (Excite-Explore-Explain-Expand-Extend-Exchange-Examine) learning models have been released (e.g. Bybee, 2003;Eisenkraft, 2003). Of these models, 5Es learning model, which has been adopted for structuring teaching and learning, is widely used by the science educators (Bybee et al., 2006). However, some authors point to shortcomings of elaboration stage (forth step in 5Es learning model) that asks the students/learners for linking their gained experiences with daily life or socioscientific or science-technology-society issues (Kurnaz & Çalık, 2008). Unfortunately, most of 5Es learning papers have confused this stage with the last one (evaluation stage) (e.g. Er Nas, Coruhlu & Cepni, 2010). Inability to associate daily life or socioscientific issues with scientific knowledge (Demircioğlu, Demircioğlu & Çalık, 2009;Gilbert, 2006;Stolk, Bulte, de Jong, & Pilot, 2009a;Ültay & Çalık, 2012) calls for a new learning pedagogy, for example context-based approach, which centralize the learning and teaching around one main context. Because the context-based approach also deploys constructivist learning theory (e.g. Berns & Erickson, 2001;Crawford, 2001;Glynn & Koballa, 2005), the student's pre...

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