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A Framework for Empowering Teachers for Teaching and Designing Context-Based Chemistry Education

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Teachers Creating Context-Based Learning Environments in Science

Part of the book series: Advances in Learning Environments Research ((ALER))

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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Author information

Authors and Affiliations

  1. Windesheim University of Applied Sciences, Netherlands

    Machiel J. Stolk

  2. Utrecht University, Netherlands

    Astrid M. W. Bulte

  3. Karlstad University, Sweden

    Onno De Jong

  4. Utrecht University, Netherlands

    Albert Pilot

Authors
  1. Machiel J. Stolk
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  2. Astrid M. W. Bulte
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  3. Onno De Jong
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  4. Albert Pilot
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Editor information

Editors and Affiliations

  1. Eindhoven University of Technology, Netherlands

    R. Taconis

  2. Eindhoven University of Technology, Netherlands

    P. den Brok

  3. Utrecht University, Netherlands

    A. Pilot

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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

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-684-2

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