Learning and Teaching Chemistry in Context
Jhony Arias Vivas
Chemistry Teacher
Beijing National Day School
Introduction
Chemistry is an important and exciting part of high school
education, but frequently it is perceived as difficult, irrelevant or even
boring. In order to make chemistry lessons more attractive, improve
learning results and increase students motivation, interest and attitude
towards the study of chemistry, contexts are introduced in some of my
classes. The context-based learning (CBL) is a curriculum design and
instruction approach that uses problem-based, student-centered
practical activities to ensure that knowledge learning is meaningful and
relevant to the contexts of real-world problems (Rose, 2012).
Figure 1. Laboratory work.
Methodology
10th grade Students were presented with a chemistry forensic
scenario, during one of their chemistry lessons, last year.
The aim of the lesson was to learn the concepts behind the chemistry
of fingerprint analysis by performing a laboratory work and creating a
fingerprint database. Students were told that one of their teachers
bought them a gift for Christmas, but this person did not want to reveal
his/her identity. The aim was to determine who was the kind teacher
who bought the present for the whole class, by performing a chemistry
experiment and a computer based analysis of the results. As a starting
point of the investigation, students were provided with the receipt of
the purchased gift that contains the fingerprints of the kind teacher.
Figure 2. Fingerprint analysis
Students collected the fingerprints of all the teachers in the IB
Programme and analyzed the samples in a chemistry lab. Then, through
a computer programme, they were to compare the fingerprints of the
suspect teacher and the teachers in the IB programme and identify the
kind teacher who bought the gift for the whole class.
They were asked to make their own groups and to investigate the
chemical methods and principles behind revealing fingerprints.
Results
This activity was carried out in three lessons. Two experimental
procedures were used to reveal the collected fingerprints: (1) Iodine
fuming and (2) dusting using carbon fingerprint powder.
At the end of the activity, students identified the suspect and revealed
the identity of the kind teacher.
From the pedagogical perspective, students were fully engaged in this
activity and reached the objectives determined for these lessons.
Figure 3. Students analyzing results
Discussion
Context based learning is a pedagogical approach that helps me
incorporate students in small group activities instead of lecturing.
However, Context-based teaching required the teachers to discuss with
their students issues beyond pure chemical subject matter, which
demands more preparation and planning.
This methodology encourages the students to discuss the meaning of
the concepts involved in the subject matter and by doing so, it builds
and develops their chemistry understanding.
In my experience, there are slight differences in the acquisition of
content knowledge between traditional and context-based education.
Additionally, some research reveals that students develop a better
understanding of chemical ideas when the context-based methodology
is followed (Barker & Millar, 2000).
Conclusion
Through Context Based learning better participation and student
involvement are achieved because students intrinsic motivation
increases. Context based learning helps students to get prepared for
the implementation of problem based learning methodology.
Acknowledgments
I would like to thank my chemistry students for their hard work and
participation during the forensic chemistry activity and to my colleagues who
kindly provided his/her fingerprints for the development of this pedagogical
exercise.
References
Avargil, S., Herscovitz, O., & Dori, Y. J. (2011). Teaching Thinking Skills in Context-
Based Learning: Teachers Challenges and Assessment Knowledge. Journal
of Science Education and Technology J Sci Educ Technol, 21(2), 207-225.
doi:10.1007/s10956-011-9302-7
Barker, V., & Millar, R. (2000). Students' reasoning about basic chemical
thermodynamics and chemical bonding: What changes occur during a
context-based post-16 chemistry course? International Journal of Science
Education, 22(11), 1171-1200. doi:10.1080/09500690050166742
Rose, D. E. (2012). Context-based learning. In N. Seel (Ed.), Encyclopedia of the
sciences of learning (pp. 799802). New York: Springer US
Vaino, K., Holbrook, J., & Rannikme, M. (2012). Stimulating students' intrinsic
motivation for learning chemistry through the use of context-based
learning modules. Chem. Educ. Res. Pract., 13(4), 410-419.
doi:10.1039/c2rp20045g