Abstract
Context-based curricula are now becoming more widely used in upper secondary chemistry education because they might solve problems experienced with the traditional, concept-based curricula (Pilot & Bulte, 2006; Smith, 2011). Contextbased innovation has large implications for teaching chemistry. Instead of teaching by transmitting content knowledge, the focus in teaching will be on coaching and enabling students to learn chemistry meaningfully using related contexts and concepts.
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Stolk, M.J., Bulte, A.M.W., Jong, O.D., Pilot, A. (2016). A Framework for Empowering Teachers for Teaching and Designing Context-Based Chemistry Education. In: Taconis, R., Brok, P.d., Pilot, A. (eds) Teachers Creating Context-Based Learning Environments in Science. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-684-2_11
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DOI: https://doi.org/10.1007/978-94-6300-684-2_11
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