Section outline
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Students mustMark as done
Context-Based Learning is a course that aims to present the learning activity that is relevant to personal, social, and professional contexts. This course will discuss the perspective of context-based such as in science or chemistry learning, the characteristics of context-based learning, modelling of context-based learning, the position of context in designing chemistry learning, the use of SSI and vocational expertise as context, and challenges in designing context-based learning. The context that used in this course is based on the local context.
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Students mustMark as done
COURSE OUTCOME
After finishing this course, students are able to:
(CO-1)
have social concern and responsible towards society and their environment.
(CO-2)
analyse various characteristics of context that relevant to theoretical concepts and applications of chemistry.
(CO-3)
apply logical, critical, systematic, and innovative thinking to integrate chemical and pedagogic concepts that support the relevance of chemistry learning to the environment and society.
(CO-4)
identify local context as a problem to design, implement, and evaluate chemistry learning programs.
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Students mustMark as done
REFERENCES
- Ingo Eilks & Avi Hofstein. 2015. Relevant Chemistry Education: From Theory to Practice. Sense Publishers
- Peter Nentwig & David Waddington. 2006. Making it Relevant: Context-based Learning of Science. Maxmann Verlag GmbH Publisher
- R Taconis, P. den Brok & A. Pilot. 2016. Teachers Creating Context-based Learning Environments in Science. Sense Publishers.
- Relevant Journal Source:
- Ingo Eilks & Avi Hofstein. 2015. Relevant Chemistry Education: From Theory to Practice. Sense Publishers
- Peter Nentwig & David Waddington. 2006. Making it Relevant: Context-based Learning of Science. Maxmann Verlag GmbH Publisher
- R Taconis, P. den Brok & A. Pilot. 2016. Teachers Creating Context-based Learning Environments in Science. Sense Publishers.
- Çalık, M. and Wiyarsi, A. (2021). A systematic review of the research papers on chemistry-focused socio-scientific issues. Journal of Baltic Science Education, 20(3), 360-372. https://doi.org/10.33225/jbse/21.20.360.
- Gilbert, J. (2006). On the nature of ‘context’ in chemical education. International Journal of Science Education, 28(9), 957–976. https://doi.org/10.1080/09500690600702470.
- Gilbert, .J.K., Bulte, AMW., & Pilot, A. (2011). Concept Development and Transfer in Context-Base Science Education. International Journal of Science Education, 33(6), 817-837.
- Ültay, N., & Çalik, M. (2012). A thematic review of studies into the effectiveness of context-based chemistry curricula. Journal of Science Education and Technology, 21(6), 686–701. https://doi.org/10.1007/s10956-011-9357-5
- Wiyarsi A, Prodjosantoso AK and Nugraheni ARE (2021). Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning. Front. Educ. 6:660495. doi: 10.3389/feduc.2021.660495.
- Wiyarsi, A., Pratomo, H. & Priyambodo, E. (2020). Vocational high school students’ chemical literacy on context-based learning: A case of petroleum topic. Journal of Turkish Science Education, 17(1), 147161. http://dx.doi.org/10.36681/tused.2020.18
- Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1–42. https://doi.org/10.1080/03057260802681839
- Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im Kontext”: A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062. https://doi.org/10.1080/09500690600702512
- Dillon, J. (2009). On scientific literacy and curriculum reform. International Journal of Environmental & Science Education, 4, 201–213. Eilks, I., Marks, R., & Stuckey, M. (2018). Socio-scientific issues as contexts for relevant education and a case on tattooing in chemistry teaching. Education Quimica, 29(1), 9–20. http://doi.org/10.22201/fq.18708404e.2018.1.63680
- Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of “relevance” in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34. https://doi.org/10.1080/03057267.2013.802463
- Zeidler, D. (2015). Socioscientific issues. In Encyclopedia of science education. Springer Netherlands.
- Alberto Bellocchi, Donna T. King & Stephen M. Ritchie (2016): Context-based assessment: creating opportunities for resonance between classroom fields and societal fields, International Journal of Science Education, DOI: 10.1080/09500693.2016.1189107
- Karolina Broman , Sascha Bernholt & Camilla Christensson (2020): Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems, Research in Science & Technological Education, DOI: 10.1080/02635143.2020.1824177
- Chodwury, TBM., Holbrook, J., Reis, P., Ranniknae, M. (2021). Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework. Science & Education. https://doi.org/10.1007/s11191-021-00236-9.
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Students mustMark as done
EVALUATION
Course evaluation will be carried out through (1) weekly assignments, (2) midterm exam (written), and (3) final exam (written). Determination of final grade is as follows:
Final score = 35% assignments + 35% midterm exam + 30% final exam
For passing this course, students must obtain grade C or higher. The final score then converted into the grade as follows:
Final score
Conversion
Grade
Points
86 – 100
A
4.00
81 – 85
A-
3.67
76 – 80
B+
3.33
71 – 75
B
3.00
66 – 70
B-
2.67
61 – 65
C+
3.33
56 – 60
C
2.00
41 – 55
D
1.00
0 – 40
E
0.00
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