Contextual Background

1
Science Education Partnerships Contextual
Chemistry
2
Introduction
Introduction

• The Clean Clear Water context was developed by
  Colleen Vieritz
• HoD Science Caloundra State High School
• State Panel Trial and Extended Trial Pilot
  Chemistry
• Science Education Partnerships participant
  spent one term at University of the Sunshine
  Coast to
• develop a context to share
• provide input into PD in Chem course
• investigate avenues for increasing
  secondary-tertiary
• links

3
The Old Syllabus was
Introduction

• High in content
• timing driven by required content
• sometimes poorly linked to students real world
• Text based
• Assessed using separate criteria
• set, marked, and tracked in K, SP, and CRP
• Criteria Based, using numbers
• Mostly assessed through tests

4
The New Syllabus is
Introduction

• Context based
• time for the interesting things (greatly
  reduced mandatory content)
• content directly related to students real world
• Taught using a variety of resources instead of a
  single text
• Holistically assessed - consider coverage of
  criteria, but set, mark, and track holistically
• Criteria Based - uses standards descriptors
• Assessed in a variety of ways - testing is
  limited

5
Why the Need For a New Syllabus?
Introduction

• Context based
• More interest and relevance to students
• Greater involvement generates greater learning
• Reverse decline in number of students studying
  chemistry
• Assessment
• Variety of assessments reflects real science -
  Doing science, not doing tests
• Standards descriptors enforce assessment against
  criteria
• Holistic assessment reflects interconnectedness
  of criteria and removes artificial separations

6
Contexts
The Positives

• Increased student (and teacher) interest and
• enthusiasm
• More relevant
• Time to do the motivational and interesting
• aspects of chemistry
• Frequent opportunities for revisiting

7
What is a Context?
Contexts

• A context is a unit of work that
• has a real life focus that directs teaching,
  learning, and assessment
• - contains learning experiences that encourage
  students to transfer their understanding of key
  concepts to situations in their lives
• - considers the student population, school
  resources, and local situation

8
Selecting a Context

• Aim to
• Stimulate and engage students. Select an
  interesting topic for students
• Naturally embrace substantial chemistry content
  from a small variety of areas, e.g. organic,
  redox, stoichiometry, etc
• Fit into the courses sequential development of
  content
• Make best use of available resources, e.g. text
  books, equipment, local area, or expertise

9
Things to Avoid
Contexts

• Beware of
• Covering many small chunks of content areas in
  one context. This leads to confusion
• Reverting to a content driven course, e.g.
  teaching all of organic, not just aspects
  relevant to the context
• Developing contexts in isolation. Contexts must
  form a cohesive course that develops content in a
  logical order
• Going too far. Contexts still need to cover
  solid chemistry. Be ruthless

10
Sample Context Clean Clear Water
Contexts

• ? Water is important.
• ? Prior learnings contexts do not stand in
  isolation.
• ? Stimulus lesson
• ? Why so important? covers bonding,
  materials, energy
• ? Whats in it? solubility, equilibrium,
  Ksp, some quantitative analysis, Kw, KA, and pH.
• ? Water Treatment treatment processes,
  colloids and flocculation, assessment (ERT).
• ? Local Threats includes some locally used
  research techniques.