Making Connections: Learning and Teaching Chemistry in Context

Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.

American Chemical Society [ACS] (2001). Chemistry in context (3rd ed.). New York: McGraw Hill.

Banks, P. (1997). Students’ understanding of chemical equilibrium. MA thesis, University of York, York, UK.

Barber, M. (2000). A comparison of NEAB and Salters A-level chemistry: Student views and achievements. MA thesis, University of York, York, UK.

Barker, V., & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22(11), 1171–1200.

Barton, A. C., & Darkside, (2005). Greater objectivity through local knowledge. In W.-M. Roth (Ed.) Auto/biography and auto/ethnography: Praxis of research method (pp. 23–47). Rotterdam, The Netherlands: Sense Publishers.

Beasley, W., & Butler, J. (2002). Implementation of context-based science within the freedoms offered by Queensland Schooling. Paper presented at the annual meeting of Australian Science and Education Research Association Conference, Townsville, Queensland, July.

Bennett, J. (2005). Bringing science to life: The research evidence on teaching science in context. York, UK: Department of Educational Studies, The University of York Retrieved September 4, 2007 from http://www.york.ac.uk/depts/educ/ResearchPaperSeries/Contexts%20booklet.pdf .

Bennett, J., Campbell, B., Hogarth, S., & Lubben, F. (2007). A systematic review of the effects on high school students of context-based and science-technology (STS) approaches to the teaching of science. York, UK: Department of Educational Studies The University of York. Retrieved June 12, 2007 from http://www.york.ac.uk/depts/educ/projs/EPPI/bennettsaarmste.pdf .

Bennett, J., & Holman, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects? In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.) Chemical education: Towards research-based practice (pp. 165–184). Dordrecht, The Netherlands: Kluwer.

Bennett, J., & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999–1015.

Brockmeier, J., & Harré, R. (1997). Narrative: Problems and promises of an alternative paradigm. Research on Language and Social Interaction, 30(4), 263–283.

Cavalcante, P. S., Newton, D. P., & Newton, L. D. (1997). The effect of various kinds of lesson on conceptual understanding in science. Research in Science and Technology Education, 15(2), 185–193.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry. Experience and story in qualitative research. San Francisco: Jossey-Bass.

Eijkelhof, H. M. C., & Lijnse, P. L. (1998). The role of research and development to improve STS education: Experiences form the PLON-project. International Journal of Science Education, 10(4), 464–474.

Elbaz-Luwisch, F. (1997). Narrative research: Political issues and implications. Teaching and Teacher Education, 13(1), 75–83.

Friedler, Y., & Tamir, P. (1990). Life in science laboratory classrooms at secondary level. In E. Hegarty-Hazel (Ed.) The student laboratory and the science curriculum (pp. 337–356). London: Routledge.

Gibson, H., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86, 693–705.

Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976.

Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra, ACT: Department of Education, Training and Youth Affairs.

Gutwill-Wise, J. (2001). The Impact of active and context-based learning in introductory chemistry courses: An early evaluation of the modular approach. Journal of Chemical Education, 77(5), 684–690.

Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655–675.

Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70(256), 33–40.

Hofstein, A. (2004). The laboratory in chemistry education: Thirty years of experience with developments, implementation, and research. Chemistry Education: Research and Practice, 5(3), 247–264.

Hofstein, A., & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Science Education, 28(9), 1017–1039.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundation for the 21st century. Science Education, 88, 28–54.

Key, M. E. (1998). Student perceptions of chemical industry: Influences of course syllabi, teachers, first hand experience: Doctoral thesis, University of York, York, UK.

King, D. (2007). Teacher beliefs and constraints in implementing a context-based approach in chemistry. Teaching Science, 53(1), 14–18.

King, D., & Ritchie, S. M. (2007, April). Implementing a context-based approach in a chemistry class: Successes and dilemmas. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

Kortland, J. (2005). Physics in personal, social and scientific contexts: A retrospective view on the Dutch Physics Curriculum Development Project PLON. In P. Nentwig, & D. Waddington (Eds.) Making it relevant. Context-based learning of science (pp. 67–89). Munchen, Germany: Waxmann.

Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781–796.

Lye, H., Fry, M., & Hart, C. (2001). What does it mean to teach physics in ‘context’? A first case study. Australian Science Teachers’ Journal, 48(3), 16–22.

Okebukola, P. A. O. (1986). An investigation of some factors affecting students’ attitudes toward laboratory chemistry. Journal of Chemical Education, 86, 531–532.

Perkins, D. N., & Salomon, G. (1991). Teaching for transfer. In A. L. Costa (Ed.) Developing minds: A resource book for teaching thinking (Revised Edition, Volume 1) (pp. 215–223). Alexandria, VI: Association for Supervision and Curriculum Development.

Personal Narratives Group (1989). Interpreting women’s lives: Feminist theory and personal narratives. Bloomington, IN: Indiana University Press.

Program for International Student Assessment (PISA) (2006). Assessing scientific, reading and mathematical literacy. A framework for PISA 2006. Paris: OECD.

Queensland Studies Authority (2004). Chemistry: Extended trial pilot syllabus. Brisbane, Queensland: Queensland Studies Authority.

Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19(6), 697–710.

Riessman, C. K. (2002). Narrative analysis. In A. M. Huberman, & M. B. Miles (Eds.) The qualitative researcher’s companion (pp. 217–270). Thousand Oaks, CA: Sage.

Rigano, D. L., & Ritchie, S. M. (1994). Students’ thinking in a chemistry laboratory. Research in Science Education, 24, 270–279.

Ritchie, S. M., & Rigano, D. L. (1996). Laboratory apprenticeship through a student research project. Journal of Research in Science Teaching, 33(7), 799–815.

Rodrigues, S. (1993). The role and effect of context in learning form six oxidation and reduction concepts by female students. Doctoral thesis, University of Waikato, Hamilton, New Zealand.

Roth, W.-M. (2005). Auto/biography and auto/ethnography: Finding the generalized other in the self. In W.-M. Roth (Ed.) Auto/biography and auto/ethnography: Praxis of research method (pp. 3–16). Rotterdam, The Netherlands: Sense Publishers.

Schwartz, A. T. (2006). Contextualised chemistry education: The American experience. International Journal of Science Education, 28(9), 977–998.

Sherin, B., Edelson, D., & Brown, M. (2004). On the content of task-structured science curricula. In L. B. Flick, & N. G. Lederman (Eds.) Scientific inquiry and the nature of science: Implications for teaching, learning, and teacher education (pp. 221–248). Dordrecht, The Netherlands: Kluwer.

Skinner, R. (1994). Creative technology projects in science: The CREST model. Australian Science Teachers Journal, 40(4), 26–30.

Smith, L. A., & Bitner, B. L. (1993). Comparisons of formal operations: Students enrolled in ChemCom versus a traditional chemistry course. Paper presented at the Annual Meeting of the National Science Teachers Association, April 1993, Kansas City, MO.

Smith, M., & Matthews, P. (2000). Science, technology and society in transition year: A pilot study. Irish Educational Studies, 19, 107–119.

Sutman, F., & Bruce, M. (1992). Chemistry in the community – ChemCom: A five year evaluation. Journal of Chemical Education, 69(7), 564–567.

Tobin, K. (2000). Becoming an urban science educator. Research in Science Education, 30(1), 89–106.

Tsai, C.-C. (2000). The effects of STS-oriented instructions on female tenth graders’ cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22, 1099–1115.

Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. (Australian Education Review, 51). Melbourne, Victoria: Australian Council of Educational Research.

University of York Science Education Group [UYSEG] (2000). Salters advanced chemistry, chemical storylines, chemical ideas, activities and assessment and teachers’ guide (2nd ed.). York/Oxford, UK: UYSEG/Heinemann Educational.

Vignouli, V., Hart, C., & Fry, M. (2002). What does it mean to teach physics ‘in context’? A second case study. Australian Science Teachers’ Journal, 48(3), 6–13.

Wierstra, R. F. A. (1984). A study on classroom environment and on cognitive and affective outcomes of the PLON-curriculum. Studies in Educational Evaluation, 10, 273–282.

Wilkinson, J. W. (1999). Teachers’ perceptions of the contextual approach to teaching VCE physics. Australian Science Teachers’ Journal, 45(2), 58–69.

Winther, A. A., & Volk, T. L. (1994). Comparing achievement of inner-city high school students in traditional versus STS-based chemistry courses. Journal of Chemical Education, 71, 501–505.

Yager, R. E., & Weld, J. D. (1999). Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA. International Journal of Science Education, 21, 169–194.

Zoller, U., Donn, S., Wild, R., & Beckett, P. (1991). Students’ versus their teachers’ beliefs and positions on science/technology/society-oriented issues. International Journal of Science Education, 13, 25–36.

Zoller, U., Ebenezer, J. V., Morley, K., Paras, S., Sandberg, V., West, C., et al. (1990). Goal attainment in science-technology (S/T/S) education and reality: The case of British Columbia. Science Education, 74, 19–36.