Educational research context-based approaches

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 Aeademie Press. 

It is expected that, in the future, inquiry, project-, problem- and context-based approaches will be given more emphasis. Cooperative forms of laboratory instmc-tion must surely be further and systematically explored, taking into account the research-based recormnendations. Lecture demonstrations, effectively designed and performed, will also be useful. Other nonconventional methods can be effectively employed, such as the use of home-laboratory kits to teach general chemistry through distance education (Kermepohl, 2007). 

Belt, S. T., Leisvik, M. J., Hyde, A. J., Overton, T. L. (2005). Using a context-based approach to undergraduate chemistry teaching - a case study for introductory physical chemistry. Chemistry Education Research and Practice, 6(3), 166-179. 

One striking common feature of the chapters in this section is the lack of sound research in almost all the areas that are addressed. Apart from several evaluative studies of some context-based approaches to teaching chemistry, discussed in Chapter 8, it appears that there is currently hardly any research in the informal chemical education and in the role of chemistry in vocational education. Given the problematic status of chemical education in all these areas, mentioned above, one can only conclude that the development of new designs for chemical curricula, in close relation to research activities, should be given the highest priority by policy makers, (associations of) teachers and educators, and educational researchers. 

Judith Bennett is currently senior lecturer in the Department of Educational Studies at the University of York, UK, and Chair of the Research Committee of the Association for Science Education. Having obtained her first degree in Chemistry-with-Education, she taught chemistry and physics for a number of years, during which period she studied part time for an MA and PhD in Science Education. She then worked as Senior Editor of Science The Sailers Approach before moving to her current post. Her initial research focus on gender issues has developed into an interest in context-based approaches to the teaching of science and their effects on pupils, particularly their attitudes to science. 

Demrrcioglu, H., Demrrcioglu, G., alik, M. (2009). Investigating the effectiveness of storylines embedded within a context-based approach The case for the periodic table. Chemistry Education Research and Practice, 10(3), 241. 

The research-based approach to laboratory education achieves many educators goals for the undergraduate laboratory curriculum (Nagda et al. 1998 Wenzel 2003 Lopatto 2004 Seymour et al. 2004), such as increasing student motivation (Module author 4) and developing an interest in the topic (Student 4). CASPiE modules place the students laboratory work in the context of ongoing scientific research and, in turn, increase student motivation for the laboratory work. Students acquire hands-on laboratory skills as they carry out their experiments. 

Bennett, J., Lubben, F., Hogarth, S. (2007). Bringing science to life a synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347-370. 

Curriculiim innovation is a complicated process. A new textbook, syllabus or teaching idea needs to be implemented. Research says that this process is not easy and needs bottom-up approaches considering teachers pre-knowledge, beliefs and attitudes (Pilot Bulte, 2006). With a focus on the reform towards more context-based chemistry education. Van Beikel (2005) stated that this is difficult for teachers who are experienced in traditionally structured curricula because they feel imcomfortable with the new situation. Thus, there is a latent trend to fall back on the conventional curriculmn and its related pedagogy. 

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