On the Nature of “Context” in Chemical Education

TLDR

Chemical education worldwide faces pressing problems, yet the relative effectiveness of four context models cannot be assessed due to limited research evidence. The study argues that using context to address these problems requires meeting specific challenges, and proposes a model grounded in physical settings, cultural justifications, and a socio‑cultural learning perspective as the most promising solution. Four generic context models are identified for curriculum design, and the authors employ an established curriculum development framework to evaluate a physical‑setting, culturally justified, socio‑cultural model.

Abstract

Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that if the notion of "context" is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of "context" are identified that are currently used or that may be used in some form within chemical education as the basis for curriculum design. It is suggested that a model based on physical settings, together with their cultural justifications, and taught with a socio‐cultural perspective on learning, is likely to meet those challenges most fully. A number of reasons why the relative efficacies of these four models of approaches cannot be evaluated from the existing research literature are suggested. Finally, an established model for the representation of the development of curricula is used to discuss the development and evaluation of context‐based chemical curricula.