Abstract
We discuss how to reduce the incongruence between the outcomes (both cognitive and affective) of the conventional secondary chemistry curriculum and what is to be attained: the meaningful connection of students' learning to daily life and societal issues. This problem is addressed by a design study with one curriculum unit about "Water Quality". With several research cycles using developmental research, we developed an emergent understanding about an instructional framework for curriculum units that embodies a coherent "need-to-know" principle and is based on authentic practices. Using this framework we show with some other examples how a context-based chemistry curriculum can be constructed based on the developed "need-to-know" principle.
Original language | English |
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Pages (from-to) | 1063-1086 |
Number of pages | 23 |
Journal | International Journal of Science Education |
Volume | 28 |
DOIs | |
Publication status | Published - 2006 |