Getting Involved: Context-Based Learning in Chemistry Education - Affective Dimensions in Chemistry Education - page 48

Getting Involved: Context-Based Learning
in Chemistry Education

J¨ rgen Menthe and Ilka Parchmann

Abstract This chapter reviews influential theories of motivation and interest
development to support the argument that emotional and affective aspects are
crucial for attitudes toward and learning of chemistry in schools. Context-based
learning approaches such as the German project Chemie im Kontext are reflected
from the perspective of their ability to foster students

interest and motivation. The
“RIASEC framework” is presented as a structure to design context-based teaching
modules that match students

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interests. Based on this framework, three examples of
modules describe how different areas of interest can be explored in order to connect
content knowledge to personal or societal questions. Empirical findings are
discussed for one study investigating students

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attitudes as well as their application
of content knowledge. The results showed that using personally relevant contexts
had mostly positive effects on students

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motivation and interest; however, there
were less satisfying results regarding students

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application of content knowledge.
This study suggests that, in some cases, an emotional identification with a topic
might restrain the application of science concepts, e.g., in decision making. Rec-
ommendations for further research are proposed.

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1 Introduction

Both positive affective dimensions and a persisting interest in science and science
subjects (Krapp & Prenzel, 2011 ; Taconis & Kessels, 2009 ) are regarded as pro-
moters of deeper conceptual understanding (Alexander, Kulikowich, & Schulze,
1994 ). It is therefore assumed that these factors also result in a higher number of
students choosing science-related careers (Hazari, Sonnert, Sadler, & Shanahan,
2010 ; Osborne, Simon, & Collins, 2003 ; Schreiner & Sjøberg, 2007 ). Especially