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International Journal of Science Education Volume 40, 2018 - Issue 10: Context-based Learning and Teaching in STEM
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Context characteristics and their effects on students’ situational interest in chemistry

Sebastian HabigDepartment of Chemistry, Chemistry Education, University of Duisburg-Essen, Duisburg, GermanyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-7573-5907
ORCID Icon,
Janet BlankenburgLeibniz Institute for Science and Mathematics at Kiel University (IPN), Kiel, Germany
,
Helena van VorstDepartment of Chemistry, Chemistry Education, University of Duisburg-Essen, Duisburg, Germany
,
Sabine FechnerDepartment of Chemistry, Chemistry Education, Paderborn University, Paderborn, Germany
,
Ilka ParchmannLeibniz Institute for Science and Mathematics at Kiel University (IPN), Kiel, Germany
&
Elke SumflethDepartment of Chemistry, Chemistry Education, University of Duisburg-Essen, Duisburg, Germany
Pages 1154-1175 | Received 18 Apr 2018, Accepted 24 Apr 2018, Published online: 03 May 2018

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Sabrina Ochsen, Andrea Bernholt, Simon Grund & Sascha Bernholt. (2023) Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms. International Journal of Science Education 45:5, pages 383-404.
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Sarah Zoechling, Martin Hopf, Julia Woithe & Sascha Schmeling. (2022) Students’ interest in particle physics: conceptualisation, instrument development, and evaluation using Rasch theory and analysis. International Journal of Science Education 44:15, pages 2353-2380.
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Karolina Broman, Sascha Bernholt & Camilla Christensson. (2022) Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems. Research in Science & Technological Education 40:4, pages 478-498.
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Shirly Avargil & Ran Piorko. (2022) High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach. International Journal of Science Education 44:11, pages 1738-1766.
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Niels B. Dohn. (2021) Predictors of students’ interest in a citizen science programme. International Journal of Science Education 43:18, pages 2956-2973.
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Jari Lavonen, Beatrice Ávalos, Katja Upadyaya, Sebastián Araneda, Kalle Juuti, Patricio Cumsille, Janna Inkinen & Katariina Salmela-Aro. (2021) Upper secondary students’ situational interest in physics learning in Finland and Chile. International Journal of Science Education 43:16, pages 2577-2596.
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Helena van Vorst & Hatice Aydogmus. (2021) One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education. International Journal of Science Education 43:8, pages 1250-1272.
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Irene Drymiotou, Costas P. Constantinou & Lucy Avraamidou. (2021) Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios. International Journal of Science Education 43:5, pages 717-736.
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Jacqueline Nijenhuis-Voogt, Durdane Bayram-Jacobs, Paulien C. Meijer & Erik Barendsen. (2021) Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education. Computer Science Education 31:1, pages 30-59.
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Lars Höft & Sascha Bernholt. (2019) Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective. International Journal of Science Education 41:5, pages 607-627.
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Hannah Sevian, Yehudit Judy Dori & Ilka Parchmann. (2018) How does STEM context-based learning work: what we know and what we still do not know. International Journal of Science Education 40:10, pages 1095-1107.
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Corey Payne & Kent J. Crippen. (2023) A structural model of student experiences in a career‐forward chemistry laboratory curriculum. Journal of Research in Science Teaching 60:10, pages 2294-2320.
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Eaindra Yee, Murphi T. Williams & Ambika Bhagi-Damodaran. (2022) Introducing the Role of Metals in Biology to High School Students. Journal of Chemical Education 99:11, pages 3789-3796.
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Lynne A. Pilcher. (2022) Embedding systems thinking in tertiary chemistry for sustainability. Physical Sciences Reviews 0:0.
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Ying Wang & Scott E. Lewis. (2022) Towards a theoretically sound measure of chemistry students’ motivation; investigating rank-sort survey methodology to reduce response style bias. Chemistry Education Research and Practice 23:1, pages 240-256.
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Michael N. Petterson, Solaire A. Finkenstaedt-Quinn, Anne Ruggles Gere & Ginger V. Shultz. (2022) The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments. Chemistry Education Research and Practice 23:1, pages 189-205.
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Simone Abels & Lisa Stinken-Rösner. 2022. Schulische Inklusion als Phänomen – Phänomene schulischer Inklusion. Schulische Inklusion als Phänomen – Phänomene schulischer Inklusion 273 292 .
Lars Höft & Sascha Bernholt. (2021) Domain-specific and activity-related interests of secondary school students. Longitudinal trajectories and their relations to achievement. Learning and Individual Differences 92, pages 102089.
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Sabrina Ochsen, Sascha Bernholt, Andrea Bernholt & Ilka Parchmann. (2020) Eine Mikroanalyse von Chemieunterricht – Einsatz und Perzeption von Triggern für situationales InteresseA Microanalysis of Chemistry Lessons—Use and Perception of Triggers for Situational Interest. Zeitschrift für Didaktik der Naturwissenschaften 27:1, pages 1-15.
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Yusuke ENDO. (2021) Characteristics of “Context” Setting in Competency-Oriented Chemistry Educationコンピテンシー指向の化学教育における「文脈」設定の特質. Journal of Research in Science Education 62:1, pages 49-60.
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Franziska Zimmermann, Insa Melle & Johannes Huwer. (2021) Developing Prospective Chemistry Teachers’ TPACK–A Comparison between Students of Two Different Universities and Expertise Levels Regarding Their TPACK Self-Efficacy, Attitude, and Lesson Planning Competence. Journal of Chemical Education 98:6, pages 1863-1874.
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Henk G. Schmidt & Jerome I. Rotgans. (2020) Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?. Educational Psychology Review 33:1, pages 325-352.
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Y B Bhakti, I A D Astuti, R A Sumarni, D Sulisworo & M Toifur. (2021) Implementation of ARCS models to improve teachers’ ability in flipped classroom learning. Journal of Physics: Conference Series 1816:1, pages 012009.
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Stephan Napierala & Torsten Brinda. (2020) Student’s Rating of Contexts for Teaching Data Literacy at School regarding the Context Characteristics relation to everyday life and uniqueness. Student’s Rating of Contexts for Teaching Data Literacy at School regarding the Context Characteristics relation to everyday life and uniqueness.
Stephan Napierala. (2020) The road to finding interesting contexts for teaching data literacy at school. The road to finding interesting contexts for teaching data literacy at school.
A. A. Flaherty. (2020) A review of affective chemistry education research and its implications for future research. Chemistry Education Research and Practice 21:3, pages 698-713.
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Markus Emden & Mario Gerwig. (2020) Can Faraday's The Chemical History of a Candle Inform the Teaching of Experimentation?. Science & Education 29:3, pages 589-616.
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Rıdvan ELMAS. (2020) Bağlamın Anlamı ve Nitelikleri ve Öğrencilerin Fen Eğitiminde Bağlam TercihleriThe Meaning and Characteristics of Context and Students’ Context Preferences in Science Education. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi 5:1, pages 53-70.
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Johannes Vogelzang, Wilfried F. Admiraal & Jan H. Van Driel. (2020) A teacher perspective on Scrum methodology in secondary chemistry education. Chemistry Education Research and Practice 21:1, pages 237-249.
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Stephan Napierala. (2019) Why Not Ask Those Who Are Affected?. Why Not Ask Those Who Are Affected?.
Peter G. Mahaffy, Stephen A. Matlin, Thomas A. Holme & Jennifer MacKellar. (2019) Systems thinking for education about the molecular basis of sustainability. Nature Sustainability 2:5, pages 362-370.
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Annabelle Lolinco, Christina Kindle & Thomas Holme. 2019. Communication in Chemistry. Communication in Chemistry 215 227 .
Helena van Vorst, Sabine Fechner & Elke Sumfleth. (2018) Unterscheidung von Kontexten für den ChemieunterrichtDifferentiating Contexts for Chemistry Education. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 167-181.
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Sebastian Habig, Helena van Vorst & Elke Sumfleth. (2018) Merkmale kontextualisierter Lernaufgaben und ihre Wirkung auf das situationale Interesse und die Lernleistung von Schülerinnen und SchülernCharacteristics of Contextualized Learning Materials and Their Influence on Students’ Situational Interest and Learning Performance. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 99-114.
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Ilka Parchmann & Jochen Kuhn. 2018. Theorien in der naturwissenschaftsdidaktischen Forschung. Theorien in der naturwissenschaftsdidaktischen Forschung 193 207 .

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