Context-based curricula effects

Millar (1996) has described the distorting effect that the need to aim simultaneously at two targets has on the curriculum. For the designer of context-based curricula, it can lead to contrived contexts for example, it is difficult to imagine a context within which to teach about the Periodic Table that is relevant to the immediate world of 14 year olds. 

An examination of a number of context-based courses reveals several common characteristics. These characteristics, either implicitly or explicitly, reflect what the developers see as desirable in chemistry teaching. In this section we summarise the perceived benefits of a context-based approach, and consider some of the disadvantages. We will categorise the benefits into the following areas curriculum design, effects on students understanding, effects on students responses to chemistry and chemistry lessons, and effects on teachers. 

Adopting a context-based approach has an effect on both the content of a chemistry curriculum and on the teaching and learning approaches adopted. 

Given their widespread use and claims for their benefits, one of the most interesting features of context-based approaches is the comparative lack of systematic research-based evaluation into the effects of their use. In part, it may be that this lack of research is related to the way in which curriculum development is funded, where the priority is often the writing of the materials, with little in the way of resources left to support research-based evaluation. However, as the use of context-based materials has become more widespread, there has been increasing interest in gathering evidence to establish to what extent the aspirations of those developing the materials have been fulfilled. 

Promoting the inclusion of philosophical perspectives in the chemistry curriculum suggests a departure from common approaches, and hence offers a new perspective for future curriculum development efforts. Conventional approaches in curriculum design have typically included emphases on content knowledge (e.g. problem-solving in the context of substances, atomic structure and chemical reactions) or societal aspects of chemistry (e.g. effects of chemical pollution on the environment) in the writing of instructional activities. Numerous curriculum reform efforts have been based on these approaches. 

These three curriculum representations closely cohere. Also, there is never a linear, top-down transformation from curriculum intentions via implementation in teaching and learning settings to students outcomes. It is a complicated process in which much elaboration and adaptation may be needed and may occur. Also a lot of noise may arise. Original intentions can be blurred, distorted, or even devastated. Also other, often more powerful variables than only the intended curriculum may have an effect on the implemented and the attained curriculum (Figure 1 based on van den Akker, 1998). Some of the variables in this curriculum transformation or curriculum dilution process may also be non-curricular in nature, like sociocultural context (home, media, peers) and student characteristics (aptitude, motivation, gender). 

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