Chemie im Kontext: The Students´ View on its Adaption in Spain and Argentina – Two Case Studies

Ignacio Sánchez Díaz; Martín Pérgola; Lydia Galagovsky; David-Samuel Di Fuccia; Beatriz Valente

doi:10.14712/18047106.1028

Vol. 9 No. 2 (2018): sciED Research Reports

Chemie im Kontext: The Students´ View on its Adaption in Spain and Argentina – Two Case Studies

Ignacio Sánchez Díaz, ¹ Martín Pérgola, ² Lydia Galagovsky, ² David-Samuel Di Fuccia, ¹ Beatriz Valente,

University of Kassel, Germany
Universidad de Buenos Aires, Argentina

DOI: https://doi.org/10.14712/18047106.1028

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Sánchez Díaz, I., Pérgola, M., Galagovsky, L., Di Fuccia, D.-S., & Valente, B. (2018). Chemie im Kontext: The Students´ View on its Adaption in Spain and Argentina – Two Case Studies. Scientia in Educatione, 9(2), 131-145. https://doi.org/10.14712/18047106.1028

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Abstract

One of the main problems in science education nowadays, and especially in chemical education, is that the students usually cannot perceive the relevance of what they learn in their classes. There have been some efforts to improve the student interest and motivation without diminishing the understanding of the chemistry concepts. The context-based methodologies allow the students to see the relevance and applicability of what they learn in the chemistry classes, connecting the canonical science with their lives, interests and previous knowledge. One of these methodologies, Chemie im Kontext (Chemistry in Context in German), was developed in Germany to improve chemistry teaching in secondary education. Its main features include the use of contexts throughout the whole teaching unit and the effort to foster student self-learning. At present, there is an ongoing project, supported by the German Academic Exchange Service (DAAD), to assess the use of a German context-based methodology, Chemie im Kontext (ChiK in the following) in four secondary schools in the Madrid region (Spain). Based on a collaboration with the University of Buenos Aires (Argentina) this case study has been accompanied by a second
one carried out in Buenos Aires during 2015 and 2016. The main goal of this project is to identify which changes students and teachers perceive when comparing a ChiK teaching unit to the traditional teaching approach. This article focuses on the students’ opinions concerning the use of a ChiK methodology in chemistry classes in Spain and Argentina and therefore allows a first insight into possible effects of this teaching approach.

References

Bennett, J., Hogarth, S. & Lubben, F. (2005). A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science on boys and girls, and on lower-ability pupils. In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Search in Google Scholar
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Bland, J. & Altman, D. (1997). Statistics notes: Cronbach’s alpha. BMJ, 314, 572. Search in Google Scholar
Demuth, R., Parchmann, I. & Ralle, B. (2007). Handreichungen für den Unterricht. Chemie im Kontext – Sekundarstufe II. Berlin: Cornelsen. Search in Google Scholar
De Jong, O. (2006). Making chemistry meaningful: conditions for successful context-based teaching. Educación Química, 17, 215–221. Search in Google Scholar
DeVellis, R., (2003). Scale development: theory and applications. Thousand Okas, CA: Sage. Search in Google Scholar
Di Fuccia, D., Ralle, B. & Schwarz, W. (2005). Lehrer planen gemeinsam. Ein Einblick in die Arbeit des Projektes Chemie im Kontext. MNU, 58, 388–393. Search in Google Scholar
Di Fuccia, D., Schellenbach-Zell, J. & Ralle, B. (2007). Chemie im Kontext: Entwicklung, Implementation und Transfer einer innovativen Unterrichtskonzeption. MNU, 60, 274–282. Search in Google Scholar
Fußangel, K., Schellenbach-Zell, J. & Gräsel, C. (2008). Die Verbreitung von Chemie im Kontext: Entwicklung der symbiotischen Implementationsstrategie. In R. Demuth, I. Parchmann & B. Ralle (Eds.), Chemie Im Kontext: von der Innovation zur nachhaltigen Verbreitung eines Unterrichtskonzepts (49–81). Münster: Waxmann. Search in Google Scholar
Gama, E. & Barroso, M.F. (2017). Student’s video production as formative assessment. Scientia in educatione, 8(special issue), 165–171. Search in Google Scholar
Gilbert, J.K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976. Search in Google Scholar
Hinton, P.R., McMurray, I., Brownlow, C. & Cozens, B. (2004). SPSS Explained. London: Routledge. Search in Google Scholar
Kekule, M., Zak, V., Jeskova, Z., Kimakova, K., Ganajova, M. & Kires, M. (2017). Inquiry based science education and getting immediate students’ feedback about their motivation. Scientia in educatione, 8(special issue), 207–213. Search in Google Scholar
Mandl, H. & Kopp, B. (2005). “Situated learning: Theories and models”. In P. Nentwig & D. Waddington (Eds.), Making it Relevant: Context Based Learning of Science (15–34). Münster: Waxmann. Search in Google Scholar
Nentwig, P. & Waddington, D. (Eds.) (2005). Making it Relevant: Context based learning of science. Münster: Waxmann. Search in Google Scholar
Nentwig, P. M., Demuth, R., Parchmann, I., Gräsel, C. & Ralle, B. (2007). Chemie im Kontext: Situating learning in relevant contexts while systematically developing basic chemical concepts. Journal of Chemistry Education, 84, 1439–1444. Search in Google Scholar
Nunnally, J. & Bernstein, L. (1994). Psychometric theory. New York: McGraw. Search in Google Scholar
Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079. Search in Google Scholar
Parchmann, I. (2009). Chemie im Kontext: One approach to realize science standards in chemistry classes? Educació química, 2, 24–31. Search in Google Scholar
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 Chemistry Education, 28, 1041–1062. Search in Google Scholar
Pérgola, M., Galagovsky, L., Valente, B., Sánchez-Díaz, I. & Di-Fuccia, D.-S. (2015a). Investigación sobre ense˜nanza de petróleo en contexto: aportes de estudiantes de de una escuela secundaria. Journal of the Argentine Chemical Society, 102(1–2), 600–604. Search in Google Scholar
Pérgola, M. & Galagovsky, L. (2014). Puesta a prueba de una unidad didáctica dentro del enfoque de química en contexto. Revista de Educación en la Química, 20(2), 143–155. Search in Google Scholar
Pérgola, M., Galagovsky, L., Sánchez-Díaz, I. & Di-Fuccia, D.-S. (2015b). Química en Contexto: tema petróleo. Una investigación argentino-alemana. In XVII Meeting of the Argentine Chemistry Teachers, ADEQRA. CD-ROM. Chaco Austral: Universidad National. Search in Google Scholar
Pérgola, M., Goyeneche, M., Rodriguez, M., Sanchez-Diaz, I., Di-Fuccia, D.-S. & Galagovsky, L. (2015c). Investigación sobre ense˜nanza en contexto del tema petróleo: aportes de estudiantes de profesorado. Journal of the Argentine Chemical Society, 102(1–2), 593–596. Search in Google Scholar
Sanchez Diaz, I. & Di Fuccia, D. (2018). Chemie im Kontext: Outcomes of an implementation of a context-based methodology for chemistry teaching. In 12th International Technology, Education and Development Conference Proceedings (5283–5288). Sevilla: ATED. Search in Google Scholar
Schellenbach-Zell, J., Rürup, M., Fußangel, K. & Gräsel, C. (2008). Bedingungen erfolgreichen Transfers am Beispiel von Chemie im Kontext. In R. Demuth, C. Gräsel, I. Parchmann & B. Ralle (Eds.), Chemie im Kontext (83–124). Münster: Waxmann. Search in Google Scholar
Spiliotopoulou, G. (2009). Reliability reconsidered: Cronbach’s alpha and paediatric assessment in occupational therapy. Australian Occupational Therapy Journal, 56(3), 150–155. Search in Google Scholar
Streiner, D. L. (2003). Starting at the beginning: an introduction to coefficient alpha and internal consistency. Journal of personal assessment, 80(1), 99–103. Search in Google Scholar
Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. Search in Google Scholar
Valente, B., Pérgola, M. & Galagovsky, L. (2016). Experiencia didáctica a partir del tema hidrocarburos en la material Química, de quinto a˜no de escuela secundaria. XXXI Congreso Argentino de Química, 25–28th October, Buenos Aires, Argentina. Search in Google Scholar
Zimmerman, B. J. & Moylan, A.R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Handbook of Metacognition in Education (299–315). New York: Routledge. Search in Google Scholar

Author Biographies

Ignacio Sánchez Díaz

University of Kassel, Germany

Chemistry Education

Research Assistant

Martín Pérgola

Universidad de Buenos Aires, Argentina

Chemistry Education

Research Assistant

Lydia Galagovsky

Universidad de Buenos Aires, Argentina

Chemistry Education

Full Professor

David-Samuel Di Fuccia

University of Kassel, Germany

Chemistry Education

Full Professor

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[1] Bennett, J., Hogarth, S. & Lubben, F. (2005). A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science on boys and girls, and on lower-ability pupils. In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Search in Google Scholar

[2] Bennett, J., Hogarth, S. & Lubben, F. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370. Search in Google Scholar

[3] Bland, J. & Altman, D. (1997). Statistics notes: Cronbach’s alpha. BMJ, 314, 572. Search in Google Scholar

[4] Demuth, R., Parchmann, I. & Ralle, B. (2007). Handreichungen für den Unterricht. Chemie im Kontext – Sekundarstufe II. Berlin: Cornelsen. Search in Google Scholar

[5] De Jong, O. (2006). Making chemistry meaningful: conditions for successful context-based teaching. Educación Química, 17, 215–221. Search in Google Scholar

[6] DeVellis, R., (2003). Scale development: theory and applications. Thousand Okas, CA: Sage. Search in Google Scholar

[7] Di Fuccia, D., Ralle, B. & Schwarz, W. (2005). Lehrer planen gemeinsam. Ein Einblick in die Arbeit des Projektes Chemie im Kontext. MNU, 58, 388–393. Search in Google Scholar

[8] Di Fuccia, D., Schellenbach-Zell, J. & Ralle, B. (2007). Chemie im Kontext: Entwicklung, Implementation und Transfer einer innovativen Unterrichtskonzeption. MNU, 60, 274–282. Search in Google Scholar

[9] Fußangel, K., Schellenbach-Zell, J. & Gräsel, C. (2008). Die Verbreitung von Chemie im Kontext: Entwicklung der symbiotischen Implementationsstrategie. In R. Demuth, I. Parchmann & B. Ralle (Eds.), Chemie Im Kontext: von der Innovation zur nachhaltigen Verbreitung eines Unterrichtskonzepts (49–81). Münster: Waxmann. Search in Google Scholar

[10] Gama, E. & Barroso, M.F. (2017). Student’s video production as formative assessment. Scientia in educatione, 8(special issue), 165–171. Search in Google Scholar

[11] Gilbert, J.K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976. Search in Google Scholar

[12] Hinton, P.R., McMurray, I., Brownlow, C. & Cozens, B. (2004). SPSS Explained. London: Routledge. Search in Google Scholar

[13] Kekule, M., Zak, V., Jeskova, Z., Kimakova, K., Ganajova, M. & Kires, M. (2017). Inquiry based science education and getting immediate students’ feedback about their motivation. Scientia in educatione, 8(special issue), 207–213. Search in Google Scholar

[14] Mandl, H. & Kopp, B. (2005). “Situated learning: Theories and models”. In P. Nentwig & D. Waddington (Eds.), Making it Relevant: Context Based Learning of Science (15–34). Münster: Waxmann. Search in Google Scholar

[15] Nentwig, P. & Waddington, D. (Eds.) (2005). Making it Relevant: Context based learning of science. Münster: Waxmann. Search in Google Scholar

[16] Nentwig, P. M., Demuth, R., Parchmann, I., Gräsel, C. & Ralle, B. (2007). Chemie im Kontext: Situating learning in relevant contexts while systematically developing basic chemical concepts. Journal of Chemistry Education, 84, 1439–1444. Search in Google Scholar

[17] Nunnally, J. & Bernstein, L. (1994). Psychometric theory. New York: McGraw. Search in Google Scholar

[18] Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079. Search in Google Scholar

[19] Parchmann, I. (2009). Chemie im Kontext: One approach to realize science standards in chemistry classes? Educació química, 2, 24–31. Search in Google Scholar

[20] 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 Chemistry Education, 28, 1041–1062. Search in Google Scholar

[21] Pérgola, M., Galagovsky, L., Valente, B., Sánchez-Díaz, I. & Di-Fuccia, D.-S. (2015a). Investigación sobre ense˜nanza de petróleo en contexto: aportes de estudiantes de de una escuela secundaria. Journal of the Argentine Chemical Society, 102(1–2), 600–604. Search in Google Scholar

[22] Pérgola, M. & Galagovsky, L. (2014). Puesta a prueba de una unidad didáctica dentro del enfoque de química en contexto. Revista de Educación en la Química, 20(2), 143–155. Search in Google Scholar

[23] Pérgola, M., Galagovsky, L., Sánchez-Díaz, I. & Di-Fuccia, D.-S. (2015b). Química en Contexto: tema petróleo. Una investigación argentino-alemana. In XVII Meeting of the Argentine Chemistry Teachers, ADEQRA. CD-ROM. Chaco Austral: Universidad National. Search in Google Scholar

[24] Pérgola, M., Goyeneche, M., Rodriguez, M., Sanchez-Diaz, I., Di-Fuccia, D.-S. & Galagovsky, L. (2015c). Investigación sobre ense˜nanza en contexto del tema petróleo: aportes de estudiantes de profesorado. Journal of the Argentine Chemical Society, 102(1–2), 593–596. Search in Google Scholar

[25] Sanchez Diaz, I. & Di Fuccia, D. (2018). Chemie im Kontext: Outcomes of an implementation of a context-based methodology for chemistry teaching. In 12th International Technology, Education and Development Conference Proceedings (5283–5288). Sevilla: ATED. Search in Google Scholar

[26] Schellenbach-Zell, J., Rürup, M., Fußangel, K. & Gräsel, C. (2008). Bedingungen erfolgreichen Transfers am Beispiel von Chemie im Kontext. In R. Demuth, C. Gräsel, I. Parchmann & B. Ralle (Eds.), Chemie im Kontext (83–124). Münster: Waxmann. Search in Google Scholar

[27] Spiliotopoulou, G. (2009). Reliability reconsidered: Cronbach’s alpha and paediatric assessment in occupational therapy. Australian Occupational Therapy Journal, 56(3), 150–155. Search in Google Scholar

[28] Streiner, D. L. (2003). Starting at the beginning: an introduction to coefficient alpha and internal consistency. Journal of personal assessment, 80(1), 99–103. Search in Google Scholar

[29] Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. Search in Google Scholar

[30] Valente, B., Pérgola, M. & Galagovsky, L. (2016). Experiencia didáctica a partir del tema hidrocarburos en la material Química, de quinto a˜no de escuela secundaria. XXXI Congreso Argentino de Química, 25–28th October, Buenos Aires, Argentina. Search in Google Scholar

[31] Zimmerman, B. J. & Moylan, A.R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Handbook of Metacognition in Education (299–315). New York: Routledge. Search in Google Scholar

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