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Notes
1. Avi Hofstein was honoured recently with the 2016 ACS award for Achievement in Research for the Teaching and Learning of Chemistry.
2. For more information about the history of including everyday contexts into the chemistry curriculum, see the chapter by Childs, Hayes and O’Dwyer in the book reviewed.
3. Issue no. 9 of volume 28 (2006) of the International Journal of Science Education was a special issue on the theme of ‘Context-based chemistry education’. It had a theoretical article on the nature of ‘context’ in chemistry education (Gilbert, Citation2006), which was followed by specific context-based approaches in the USA, England, Israel, Germany and the Netherlands.
4. PARSEL and PROFILES share a three-step teaching model as follows: (1) contextualisation (a scenario that deals with an everyday issue or concern); (2) de-contextualisation (the scientific ideas and problems to be solved); (3) re-contextualisation (consolidation of science learning by bringing the science gained into the everyday issue being discussed).
5. In a programme of studies for chemistry as a school subject for all students in Greek upper-secondary school subject for all (Tsaparlis, Citation2000), I set as two central targets to provide students with: 1. chemical literacy, that is, the basic chemical knowledge that is useful and essential for living, especially in the modern technological society; 2. chemical culture, that is, a satisfactory knowledge of how nature functions chemically. My ‘chemical culture’ construct might be considered as corresponding or close to Taber’s epistemic relevance.
6. Taken from official Greek ministry guides for the school year 1985 and 1986.