Year: 2004
Type: conference-paper
Abstract: Over the last decade a context-based approach has been developed in the Europe and the USA and recently trialled in Queensland. In the UK, the context-based approach is both rigorous and hugely successful in attracting large numbers of students to study ‘A’ level chemistry. The principles of chemistry are taught within the context of socially significant issues such as global warming, ozone depletion, sustainability, biotechnology, and engineering. The chemistry is presented as needed to inform an understanding of the central topics. Activities are designed along the lines of problem based learning (PBL) to promote critical thinking and risk-benefit analysis as well as an understanding of chemical principles. This session will explore some of the issues in generating context-based learning.
Author: James J. Watters
Institution: Queensland University of Technology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W197888328