Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes through empirical studies on six international courses, ChemCom (USA), Salters (UK), Industrial Science (Israel), Chemie im Kontext (Germany), Chemistry in Practice (The Netherlands) and PLON (The Netherlands). These studies are categorised through emergent characteristics of: relevance, interest/attitudes/motivation and deeper understanding. These characteristics can be found to an extent in a number of other curricular initiatives, such as science-technology-society approaches and problem-based learning or project-based science, the latter of which often incorporates an inquiry-based approach to science education. These initiatives in science education are also cons...

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New Perspectives on Context-Based Chemistry Education: Using a Dialectical Sociocultural Approach to View Teaching and Learning.

Two crucial aspects of implementing instructional technologies effectively in language classrooms are having an understanding of the capabilities of various technologies and evaluating the usefulness of the technologies in realizing curricular goals. This paper presents a situated study -- based on a prominent pedagogical framework -- of the implementation of threaded discussions, a widely used instructional technology, to meet constructivist curricular objectives in university ESL classes. The authors use constructivist principles as a framework to evaluate the three-semester process of their implementation of threaded discussions to fulfill constructivist curricular goals. Of particular interest is the extent to which the technology, as mediated by the instructors, promoted selected cognitive and social skills as well as addressed affective factors and individual differences in students.

Realizing Consructivist Objectives through Collaborative Technologies: Threaded Discussions

When new teachers, teacher trainers, and administrators consider the ways in which technologies can best serve practice, they are wise to turn to experienced teachers and veteran technology users. It is the voices and experiences of these professionals who have worked through the complex processes of adapting curricula, classroom design, dynamics, and teaching approaches that can best inform those new to teaching and learning in general, and teaching with technologies in particular. This study compares and contrasts the "technology talk" of novice and expert teachers of K-8 language and literacy (ESOL). Interview data with eight teachers - two expert (experienced teachers and technologies users), five novice (limited experience in teaching and teaching with computers) and one transitional expert (experienced teacher and non-technology user) serve to illustrate the conceptual and practical differences between those who have adapted technologies as powerful teaching and learning tools and teachers who, in spite of specific formal training in instructional technology, speak about it and its application in starkly contrasting ways. These contrasts are presented as a set of four conceptual continua that can help in explicating novice starting points, transitional issues, and the expertise of computer-using language professionals.

Expert and novice teachers talking technology: precepts, concepts, and misconcepts

learning in the classroom; in independent st udies; in libraries, museums, and communiti es; and in all the arenas of life in which people attempt to make sense of experience and gro w. In 1868, Charles Sanders Peirce proposed the idea of communities of inquiry to account for the way that people construct knowledge in collaboration with others. He argued that what is real depends on the d ecision of the community. When we consid er how an invariant curriculum ill suits a cha nging world, his idea seems even more re levant now than when he first articulated it. In order to foster such a community, we ha ve employed Web-based communication and knowledge-building tools such as the Inqu iry

Using the Web To Support Inquiry-Based Literacy Development.

Community inquiry research focuses on people participating with others, on the lived experiences of feeling, thinking, acting, and communicating. It sees literacy as part of living in the world, not simply as a skill to be acquired in the classroom. Inquiry is central, because as people live, they encounter challenges. Through inquiry, people recognize a problem, mobilize resources, engage actively to resolve it, collaborate, and reflect on the experience. Making sense of experience in this way, and doing so in concert with others in embodied, historical circumstances, is fundamental to learning. This chapter reviews literature addressing the following question: What is the relationship of new literacies to community inquiry? We are concerned with how new technologies highlight enduring issues of community and, conversely, how communities change new technologies. These concerns are embedded within larger issues of participation, citizenship, cooperation, community membership, change, and collective memory. The chapter speaks from the perspective of progressive education’s emphasis on understanding the deep connections among literacy, learning, technology, and community but does not limit its view to work explicitly in that tradition.

https://www.ideals.illinois.edu/bitstream/handle/2142/15133/hb.pdf?sequence=2

New Literacies and Community Inquiry

After two decades of intense research on reading, a number of teachers and researchers are beginning to ask whether a narrow focus on reading distorts our view of leaning and whether a curriculum centred on reading constrains what can be done in the classroom. Because of these concerns, many have turned to literacy across the curriculum approaches. This report explores three models for the relation of literacy to larger curricular concerns: a Skills Model, an Instrumental Model and an Inquiry Model. It explores in some depth the Inquiry Model's conception of the role of reading and writing within learning. A possible realization of this model is suggested through a detailed look at one college class session.

/pdf/an-inquiry-model-for-literacy-across-the-curriculum-3x9e8tfu5m.pdf

An Inquiry Model for Literacy across the Curriculum. Technical Report No. 598.

Teacher educators are faced with the challenge of restructuring teacher education to prepare teachers to meet the educational demands of a world in which diverse technologies require learners to work flexibly across numerous disciplinary boundaries. To meet these demands, teachers-in-training will need to become comfortable with inquiry approaches, i.e., instructional methods that connect ideas across broad subject domains and emphasize experiential and child-centered outlooks. This report describes a qualitative study that followed the experiences of 30 preservice teachers enrolled in an alternative teacher education program designed to develop teachers' skill and understanding in inquiry approaches. For a six-month period, instructors and students in the Year-Long Project (YLF) at the University of Illinois Inquiry Block engaged with one another in a complex dialogue about inquiry. Through class and individual discussions, assignments, and observations, final exams, videotaped lessons, and guest presenters, they sent, received, edited, translated, and published numerous messages about inquiry. For example, as part of their work for the "language and literacy block," each of the YLP students handed in a daily journal about the events in his or her life as a teacher. The report describes the process in which the teachers engaged, what was found to be effective in learning about this approach, and the implications of this learning for teacher educators, researchers, and policy makers. (Contains 20 references.) (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Technical Report No. 588 INQUIRING ABOUT INQUIRY Judith Davidson Bertram C. Bruce University of Illinois at Urbana-Champaign October 1993 Center for the Study of Reading

/pdf/inquiring-about-inquiry-1yvhnyglfc.pdf

Inquiring about inquiry

Inquiring about Inquiry. Technical Report No. 588.

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An Inquiry Model for Literacy across the Curriculum. Technical Report No. 598.

Inquiring about inquiry

Inquiring about Inquiry. Technical Report No. 588.