期刊
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
卷 28, 期 9, 页码 1063-1086出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500690600702520
关键词
-
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据