Teaching Chemistry in Context: What We Know from Teachers' Lesson Plans

Autor/inn/en	Wei, Bing; Long, Fang
Titel	Teaching Chemistry in Context: What We Know from Teachers' Lesson Plans
Quelle	In: International Journal of Science Education, 43 (2021) 8, S.1208-1227 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Bing) ORCID (Long, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1905906
Schlagwörter	Chemistry; Science Instruction; Lesson Plans; Context Effect; Junior High School Teachers; Foreign Countries; Intention; Macau + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Ausland
Abstract	This study took 'context' as a focal point in the context-based approach and its investigation was anchored on an analytical framework, which is composed of three dimensions of context: origins, intentions, and occasions. Content analysis was employed as the research methodology with 878 contexts identified from 96 copies of awarded chemistry lesson plans being the analysis targets. The occurrence of context adopted in these chemistry lesson plans was analysed along the three dimensions, each of which comprises three sub-dimensions. For each dimension, content analysis focused on the proportion of three sub-dimensions, different proportions between junior and senior high schools, and the changing trends of the three sub-dimensions during the period from 2001 to 2020. As found in this study, discrepancies existed in the proportions of the sub-dimensions of origins, intentions, and occasions of context that were adopted by chemistry teachers, and some significant differences lay in chemistry teaching between junior and senior high schools. The findings are discussed against the social background in Macao, where this study took place. This study has provided several implications for the research and practice of the context-based approach in chemistry education and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01