The Chemie im Kontext conception often provokes questions. Some of these will be answered here.
What is really new about Chemie im Kontext?
Is the subject knowledge taught in an unstructured and superficial manner in Chemie im Kontext?
How does Chemie im Kontext fit into the syllabi?
How do the teachers‘ and learners‘ tasks change?
What does self-evaluation mean?
What is really new about Chemie im Kontext?
Of course one could say that Chemie im Kontext is »old wine in new containers« and »a little context« can always be found – but the
planning of chemistry lessons along the lines of meaningful contexts is definitively innovative! Everyday references in Chemie im
Kontext are not simply motivational »looks out of the box«, they are the didactical backbone of all teaching. How radical this
demand is can be seen when the didactical structure of a context is compared with the more subject oriented structure of a syllabus.
The subject knowledge necessary to understand a context usually covers several categories in the syllabus. Chemie im Kontext thus,
in an especially consequent manner, puts into effect the demands for situating learning and the development of cross-linked subject
knowledge.
The context orientation is also linked to subsequent decontextualization, a multitude of methods and the ascription of the acquired
knowledge to the basic concepts of chemistry. This is how subject knowledge is cumulatively attained, structured in basic concepts.
The requirements concerning the subjects are linked to knowledge about teaching and learning better than in traditional teaching as
is the acquisition of interdisciplinary competencies.
Is the subject knowledge taught in an unstructured and superficial manner
in Chemie im Kontext?
»We cannot always do just context, we have to teach some real chemistry in between! « This teacher’s statement points out a widespread
prejudice about real life-oriented teaching: »Context« is often equated with superficiality. Indeed, there is a danger that through a
one-sided emphasis on real life approaches the systematic learning and the challenging, more abstract questions can get out of sight.
We tried to avoid this danger from the very beginning when Chemie im Kontext was conceived. Great importance was attached to the
basic concepts to guarantee a systematic structuring of subject knowledge. Context contents were »decontextualized« in the course
of the unit, i.e. they were attributed to a subject-oriented system, independent of context.
The context orientation even makes more
demands on teachers and learners. The students often have to explain everyday phenomena using primary resources. Dealing with
complex everyday phenomena is more demanding on students as well as on teachers than working with the didactically prepared contents
of a textbook. The fact that usually several topics from the syllabus have to be considered in dealing with a context adds to the
complexity of the task. This challenge must be met by modern chemistry education: Only cross-linked knowledge is sustainable and
applicable.
How does Chemie im Kontext fit into the syllabi?
Chemie im Kontext is not primarily oriented to the structure of the discipline, it picks up, however, on the main chemistry contents
that are important in school. On the whole the conception offers numerous suggestions for modern chemistry education with regard to
the current educational goals and the Uniform Testing Standards in the Chemistry Abitur Examination (EPA, KMK 2004). This is also
shown in the fact that several fundamental ideas of Chemie im Kontext have been adopted in the curricula in various Laender.
How do the teachers‘ and learners‘ tasks change?
Chemie im Kontext would like to support students‘ independent and self-directed learning in order to develop the main competencies
of scientific literacy as well as to provide the the prerequisites for higher education:
How do I structure a complex problem?
Which questions can be studied with the help of chemistry?
How do I present the results?
Due to this emphasis on independent activity, the students have to give up their passive role as learners. The teacher, on the other
hand, assumes a moderating role which is perhaps a less familiar one: He or she assumes the function of a learning monitor rather
than the transmitter of knowledge.It goes without saying that Chemie im Kontext does not exclude »traditional« phases in lessons.
A variety of methods are consciously used in the lessons so that the roles played by students and teachers are constantly changing
and developing.
What does self-evaluation mean?
This key word plays an important role in Chemie im Kontext. It does not mean that the teachers carry out evaluation in a scientific
sense, rather they regularly reflect on the teaching and learning processes, using, for example, accompanying reflection sheets.
This allows them to better judge the success of their own action.