Contextualized Chemistry Education: The American experience

Abstract

This paper is a survey of context‐based chemistry education in the United States. It begins with a very brief overview of twentieth‐century chemistry texts and teaching methods, followed by a short description of a pioneering secondary school text. The major emphasis is on post‐secondary instruction and the central case study is provided by Chemistry in Context, a university text intended for students who are not specializing in science. The paper is more concerned with strategies for curriculum reform than with educational research, and the emphasis is more pragmatic than theoretical. A chronological sequence is used to trace the creation of Chemistry in Context. This developmental account is overlaid with the curricular representations of Goodlad and Van den Akker. The Ideal Curriculum was the goal, but the Formal Curriculum was created and revised as a consequence of iteration involving perceptions of the users, the implementation of the curriculum, the experience of students and teachers, and formal and informal assessment of what was attained. The paper also includes descriptions of other, more recent, context‐based college chemistry curricula. It concludes with a list of problems and unanswered questions relating to this pedagogical approach.

Acknowledgements

The author would like to thank his Chemistry in Context colleagues, Diane Bunce and Conrad Stanitski, and the other contributors to this Special Issue of the International Journal of Science Education for their helpful comments and suggestions with this paper.