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| Autor/in | Ramsden, Judith M. |
|---|---|
| Titel | How does a context-based approach influence understanding of key chemical ideas at 16+? |
| Quelle | In: International journal of science education, 19 (1997) 6, S. 697-710Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Vergleichsuntersuchung; Sekundarstufe II; Lernerfolg; Interesse; Unterrichtsforschung; Chemie; Anwendungsorientierung; Kontextbezug |
| Abstract | One of the characteristics of curriculum development in recent years has been an increased emphasis on using contexts and applications as a means of developing scientific understanding. Yet relatively little has been done to compare the effects of learning on context-based approaches to science teaching with more traditional approaches. This study compares the performance on a range of diagnostic questions of pupils following both a context-based approach and a more traditional approach to high school chemistry. This study shows that there is little difference in levels of understanding, but that there appear to be some benefits associated with a context-based approach in terms of stimulating pupils' interest in science. (Autorenreferat). |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 1998_(CD) |
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