Getting Involved: Context-Based Learning in Chemistry Education - Affective Dimensions in Chemistry Education - page 61

in science in the short term and/or in the long run (remembrance after school
science)?
A third aspect is the application of school science knowledge. Are the
abovementioned examples of an interference of scientific content and daily-life
beliefs replicable in other contexts? Is this an indication of a general problem of
context-based learning approaches that needs to be addressed? When attitudes,
beliefs, interests, and motivational aspects such as goal orientation are considered
as preconditions and starting points for learning in a similar way as pre-knowledge
and daily-life concepts, how do they interact or interfere with those cognitive
variables? How can learning modules be successfully designed in a way that
addresses both affective and cognitive preconditions in order to improve student
understanding and to raise students

interest, motivation, and attitudes related to the

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content?
Future research can offer more answers to these questions!

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