Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content,learning activities,and interpersonal perspectives

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more ‘context-based’ teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.     

Can undergraduate biology students learn to ask higher level questions?

Our goals in this study were to explore the type of written questions students ask after reading one or more chapters from their textbook, and to investigate the ability of students to improve their questions during the course of a single semester. In order to classify student's questions we used a taxonomy that we have developed specifically for this purpose. Two comparable populations were examined: Undergraduate students in a large, introductory biology class who were taught in traditional lecture format, and students in a similar class who were taught in cooperative/active learning style. After the taxonomy was presented to the active learning class, more students were able to pose better, written questions. Their questions became more insightful, thoughtful, and content‐related, and were not easily answered by consulting the textbook or another readily available source. The best questions could be recast as scientific research questions (i.e., hypotheses). In contrast, when the taxonomy was presented to students in the traditionally taught class, the quality of student‐posed questions was largely unchanged. Various explanations for the difference in outcomes are discussed, and methods are suggested about how generally to encourage students' questions and to improve their question‐asking skills regardless of overall teaching style. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 854–870, 2000     

Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge

For an educational reform to succeed, teachers need to adjust their perceptions to the reform’s new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students’ scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students’ assignments, and developers-designed students’ assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers’ assessment knowledge (AK) was found to be the highest stage in teachers’ professional growth, building on teachers’ content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.     

Using model-based scaffolds to support students solving context-based chemistry problems

ABSTRACT

Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students in this activity.     

Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective

Concerns regarding students’ learning and reasoning in chemistry classrooms are well documented. Students’ reasoning in chemistry should be characterized by conscious consideration of chemical phenomenon from laboratory work at macroscopic, molecular/sub-micro and symbolic levels. Further, students should develop metacognition in relation to such ways of reasoning about chemistry phenomena. Classroom change eliciting metacognitive experiences and metacognitive reflection is necessary to shift entrenched views of teaching and learning in students. In this study, Activity Theory is used as the framework for interpreting changes to the rules/customs and tools of the activity systems of two different classes of students taught by the same teacher, Frances, who was teaching chemical equilibrium to those classes in consecutive years. An interpretive methodology involving multiple data sources was employed. Frances explicitly changed her pedagogy in the second year to direct students attention to increasingly consider chemical phenomena at the molecular/sub-micro level. Additionally, she asked students not to use the textbook until toward the end of the equilibrium unit and sought to engage them in using their prior knowledge of chemistry to understand their observations from experiments. Frances’ changed pedagogy elicited metacognitive experiences and reflection in students and challenged them to reconsider their metacognitive beliefs about learning chemistry and how it might be achieved. While teacher change is essential for science education reform, students are not passive players in change efforts and they need to be convinced of the viability of teacher pedagogical change in the context of their goals, intentions, and beliefs.     

Mapping context-based learning environments: The construction of an instrument

The current trend in science curricula is to adopt a context-based pedagogical approach to teaching. New study materials for this innovation are often designed by teachers working with university experts. In this article, it is proposed that teachers need to acquire corresponding teaching competences to create a context-based learning environment. These competences comprise an adequate emphasis, context establishment, concept transfer, support of student active learning, (re-)design of context-based materials, and assistance in implementation of the innovation. The implementation of context-based education would benefit from an instrument that maps these competences. The construction and validation of such an instrument (mixed-methods approach) to measure the context-based learning environment is described in this paper. The composite instrument was tested in a pilot study among 8 teachers and 162 students who use context-based materials in their classrooms. The instrument’s reliability was established and correlating data sources in the composite instrument were identified. Various aspects of validity were addressed and found to be supported by the data obtained. As expected, the instrument revealed that context-based teaching competence is more prominently visible in teachers with experience in designing context-based materials, confirming the instrument’s validity.     

Making Connections: Learning and Teaching Chemistry in Context

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.     

A Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula

Context-based chemistry education aims at making connections between real life and the scientific content of chemistry courses. The purpose of this study was to evaluate context-based chemistry studies. In looking for the context-based chemistry studies, the authors entered the keywords ??context-based??, ??contextual learning?? and ??chemistry education?? in well-known databases (i.e. Academic Search Complete, Education Research Complete, ERIC, Springer LINK Contemporary). Further, in case the computer search by key words may have missed a rather substantial part of the important literature in the area, the authors also conducted a hand search of the related journals. To present a detailed thematic review of context-based chemistry studies, a matrix was used to summarize the findings by focusing on insights derived from the related studies. The matrix incorporates the following themes: needs, aims, methodologies, general knowledge claims, and implications for teaching and learning, implications for curriculum development and suggestions for future research. The general knowledge claims investigated in this paper were: (a) positive effects of the context-based chemistry studies; (b) caveats, both are examined in terms of students?? attitudes and students?? understanding/cognition. Implications were investigated for practice in context-based chemistry studies, for future research in context-based chemistry studies, and for curriculum developers in context-based chemistry studies. Teachers of context-based courses claimed that the application of the context-based learning approach in chemistry education improved students?? motivation and interest in the subject. This seems to have generated an increase in the number of the students who wish to continue chemistry education at higher levels. However, despite the fact that the majority of the studies have reported advantages of context-based chemistry studies, some of them have also referred to pitfalls, i.e. dominant structure of out-of-school learning, tough nature of some chemistry topics, and teacher anxiety of lower-ability students.     

Teacher–student negotiations during context-based chemistry reform: A case study

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice.     

School Chemistry: The Need for Transgression

Studies of the philosophy of chemistry over the past 15 years suggest that chemistry is a hybrid science which mixes scientific pursuits with technological applications. Dominant universal characterizations of the nature of science thus fail to capture the essence of the discipline. The central goal of this position paper is to encourage reflection about the extent to which dominant views about quality science education based on universal views of scientific practices may constrain school chemistry. In particular, we discuss how these predominant ideas restrict the development of chemistry curricula and instructional approaches that may better support the learning of the ideas and practices that studies of the philosophy of chemistry suggest are at the core of the discipline. Our analysis suggests that philosophical studies about the nature of chemistry invite us to transgress traditional educational boundaries between science and technology, inquiry and design, content and process, and to reconceptualize school chemistry as a paradigmatic techno scientific subject. To support these changes, chemical education researchers should expand the scope of their investigations to better understand how students and teachers reason about and engage in more authentic ways of chemical thinking and doing.     

Learning needs time and effort: a time-use study of engineering students

Several time-use studies in engineering education have shown that students use less time studying than has been allocated in the curricula. It is questionable whether a scarce use of time can lead to deeper understanding and the ability to apply knowledge in problem-solving. The alarming results from earlier time-use studies led to a search for answers to the following questions: How much time do first-year engineering students use for their studies and other activities? Do they spend enough time on studying and other learning activities? Is their time use in agreement with the curriculum? What learning outcomes and grades do students achieve from their studying efforts? Factors that influence student time use and approaches to learning are discussed. A deep approach to learning is desirable and is seen to support comprehension and lead to better learning outcomes. Learning approaches that students choose are both student-related and influenced by the learning environment. How can the learning environment be designed so that students are motivated to assume a deep approach to learning and devote more time and effort to out-of-class studying? Answers to these questions will be helpful for teachers, tutors, teacher educators and designers of curricula, as well as students themselves.     

Does the Arrangement of Embedded Text Versus Linked Text in Homework Systems Make a Difference in Students Impressions,Attitudes, and Perceived Learning?

Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question set. Prior to MindTap, electronic homework systems were stand-alone or contained questions with links to the textbook. Next, students completed two 2-week homework assignments in Online Web Learning (OWL) version 1 also from Cengage Learning. The OWL system shows homework questions with a link to the textbook in a separate window. Both the MindTap and OWL systems contain the same or similar questions. After the students used both homework systems, a survey was given that included Likert-scaled and open-response questions that dealt with students’ perceived level of understanding using the different systems, how easy the systems were to use, and the advantages/disadvantages of each system. A delayed survey was given at the end of the second semester of general chemistry, during which students had used OWL for the complete semester. This paper investigates the effects of the arrangement (embedded vs. linked) on student preferences and perceived learning in this pilot study with a 300-person class. Based on the results of the study, it was found that students perceived that they learn more with MindTap and prefer the embedded text in MindTap over the linked text in OWL.     

Strategies and effectiveness of teaching universal design in a cross-faculty setting

Universal design of built environments is an area of professional interest for both architects and occupational therapists, yet is not always specifically included in undergraduate curricula. This paper reports on the student experience of introducing universal design education into architecture and occupational therapy curricula. Online and face-to-face teaching methods were employed, including virtual and real-life simulation activities designed to provide students with a personal experience of impairment. Virtual simulation activities used the medium of Second Life?. Results showed improvement in self-reported learning outcomes related to universal design and, overall, students found the learning activities and resources useful. Real-life simulations were reported to be more useful than virtual simulations. Project outcomes support the introduction of universal design education into architecture and occupational therapy curricula, and offer insight into student perceptions and future directions for related teaching and learning resources.     

Academic Success in Context-Based Chemistry: Demonstrating fluid transitions between concepts and context

Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing conceptual understanding. This interpretive study explored the learning transactions in one 11th grade context-based chemistry classroom where the context was the local creek. The dialectic of agency/structure was used as a lens to examine how the practices in classroom interactions afforded students the agency for learning. The results suggest that first, fluid transitions were evident in the student–student interactions involving successful students; and second, fluid transitions linking concepts to context were evident in the students' successful reports. The study reveals that the structures of writing and collaborating in groups enabled students' agential and fluent movement between the field of the real-world creek and the field of the formal chemistry classroom. Furthermore, characteristics of academically successful students in context-based chemistry are highlighted. Research, teaching, and future directions for context-based science teaching are discussed.     

当前初高中化学教科书的衔接研究——有关“化学计算”与“化学反应规律”的初高中衔接问题

研究处理好初高中化学教科书的衔接是初中化学启蒙教育向高中化学基础教育平稳过渡的重难点.本文在分析教科书衔接问题已有研究的基础上,通过对高一学生的学习情况调查,从衔接现状、出现盲点的原因及教学建议三个不同层面来论述,从化学反应规律和化学计算两个角度分析在初高中化学教科书的衔接中的漏洞与教学中出现的问题.并针对存在的问题提出了相应的教学建议.     

Impact of the design of U.S. history textbooks on content acquisition and academic engagement of special education students: an experimental investigation

We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and questioning strategies based on the type of text used. Our findings suggest that students learned more history content, were more actively engaged, and answered more questions correctly when using the experimental textbook. Teachers used different activities depending on which textbook they used, but did not differ in types of questions asked.     

An Analysis of Problem-Posing Tasks in Chinese and US Elementary Mathematics Textbooks

This paper reports on 2 studies that examine how mathematical problem posing is integrated in Chinese and US elementary mathematics textbooks. Study 1 involved a historical analysis of the problem-posing (PP) tasks in 3 editions of the most widely used elementary mathematics textbook series published by People’s Education Press in China over 3 decades. Study 2 compared the PP tasks in Chinese and US elementary mathematics textbooks. This allows for the examination of PP tasks from an international comparative perspective, which provides one point of view about the kinds of learning opportunities that are available to students in China and the USA. We found evidence that the inclusion of PP tasks in the Chinese textbook series reflected, to some degree, changes in the curricular frameworks in China. However, the distribution of PP tasks across grade levels and content areas, as well as the variety of types of PP tasks included, suggest a need for greater intentionality in the design and placement of PP tasks in both the Chinese and US textbook series. Findings from the 2 studies reported in this paper not only contribute to our understanding about the inclusion of PP tasks in curriculum both historically and internationally, but also suggest a great need to systematically integrate PP activities into curriculum and instruction. The fact that both Chinese and US curriculum standards have heavily emphasized PP in school mathematics, despite there being only a small proportion of PP activities in both Chinese and US elementary mathematics curricula, suggests the existence of challenges that are delaying the implementation of reform ideas such as problem posing in school mathematics.     

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students’ chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry – ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.