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Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2018
One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic…
Descriptors: Instructional Materials, Chemistry, Science Teachers, Experienced Teachers
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van Rens, Lisette; Hermarij, Philip; Pilot, Albert; Beishuizen, Jos; Hofman, Herman; Wal, Marjolein – International Journal of Science Education, 2014
Peer review is a significant component in scientific research. Introducing peer review into inquiry processes may be regarded as an aim to develop student understanding regarding quality in inquiries. This study examines student understanding in inquiry peer reviews among pre-university chemistry students, aged 16-17, when they enact a design of a…
Descriptors: Peer Evaluation, Chemistry, Secondary School Students, Secondary School Science
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Stolk, Machiel Johan; Bulte, Astrid; De Jong, Onno; Pilot, Albert – International Journal of Science Education, 2012
Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a…
Descriptors: Chemistry, Secondary School Science, Secondary School Teachers, Science Teachers
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Gilbert, John K.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2011
"Context-based courses" are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context-based courses…
Descriptors: Transfer of Training, Concept Formation, Science Education, Instructional Design
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Vos, Martin Anton Jozef; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert – International Journal of Science Education, 2011
Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context-based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the…
Descriptors: United States History, Identification, Secondary Education, Teaching Experience
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Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2011
Science education should foster students' epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, "Modelling drinking water treatment", as the context for learning.…
Descriptors: Chemistry, Science Instruction, Secondary School Science, Water Quality
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Westbroek, Hanna B.; Klaassen, Kees; Bulte, Astrid; Pilot, Albert – International Journal of Science Education, 2010
This article reports on a design study aimed at achieving that students experience their learning as meaningful. Two conditions for meaningful activities were identified: (1) students should be motivated to attain a certain goal and (2) they should have rudimentary conceptual and procedural knowledge of how to attain that goal. Together, these…
Descriptors: Advance Organizers, Secondary School Students, Secondary School Science, Chemistry
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Prins, Gjalt T.; Bulte, Astrid M. W.; van Driel, Jan H.; Pilot, Albert – International Journal of Science Education, 2008
In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum…
Descriptors: Water Quality, Chemistry, Science Curriculum, Science Instruction
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Bulte, Astrid M. W.; Westbroek, Hanna B.; de Jong, Onno; Pilot, Albert – International Journal of Science Education, 2006
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".…
Descriptors: Research Methodology, Chemistry, Science Instruction, Secondary School Science
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Pilot, Albert; Bulte, Astrid M. W. – International Journal of Science Education, 2006
In this paper we reflect on the experiences and results of the development and implementation of context-based chemistry education. This development is discussed with respect to five challenges defined for chemistry curricula (Gilbert, 2006). Five context-based approaches were selected that will provide the data for this study (Bennett & Lubben,…
Descriptors: Chemistry, Science Education, Curriculum Development, Teaching Methods