Engaging Learners with Chemistry: Projects to Stimulate Interest and Participation

Cover
Preface
Contents
Chapter 1 Engaging Learners with Chemistry: How Can We Better Understand and Design Supporting Structures and Programs?
	1.1 Introduction
	1.2 Engagement in Science and the Specific Niche of Chemistry—Still a Challenge
	1.3 Engagement—Characterizing a Term to Better Address Measures
	1.4 How to Understand Personal Choices for or Against Engagement in Science?
	1.5 How to Design Learning Environments, How to Investigate and Model Interactions?
	1.6 How to Design Activities?
	1.7 Do Not Forget the Stakeholders: A Systems Thinking Perspective
		The Storyline of the Book—Chapter Overview
	References
Chapter 2 Complexity, Intellectual Challenge and Ongoing Support: Key Learning Conditions to Enhance Students\' Engagement in STEM Education
	2.1 Introduction
	2.2 Understanding Student Choice: Moving Beyond Assumptions
	2.3 Effective STEM Education: Creating Conditions for Student Engagement
	2.4 Exploring Conditions for Effective STEM Learning
		2.4.1 The National Virtual School of Emerging Sciences (NVSES)
		2.4.2 The Graduate Certificate of STEM Education
	2.5 Complexity of the Learning Environment
	2.6 Providing Intellectual Challenge
	2.7 Providing Ongoing Support for Learning
	2.8 Conclusion
	Acknowledgements
	References
Chapter 3 Being a Scientist: The Role of Practical Research Projects in School Science
	3.1 Introduction and Context
	3.2 What are Practical Research Projects?
	3.3 Some Examples of Opportunities for Students to Undertake Practical Research Projects
	3.4 Why are Practical Research Projects Seen as Important?
		3.4.1 Perspectives from the Research Literature
		3.4.2 Perspectives from People Associated with Practical Research Projects
	3.5 The Systematic Review of Research into theImpacts of Practical Research Projects in Science
		3.5.1 Review Methods
		3.5.2 Review Findings
	3.6 The Views of Students and Teachers Participating in Practical Research Projects
		3.6.1 Students\' Views
		3.6.2 Teachers\' Views
	3.7 Conclusions
	Acknowledgements
	References
Chapter 4 Engagement and Relevance Through Context-based, Everyday Life, Open-ended Chemistry Problems
	4.1 Context-based Learning
		4.1.1 Context in the Framework of the Swedish Curriculum
	4.2 Problem Solving and Higher-order Thinking
	4.3 Relevance, Interest and Engagement
	4.4 Design-based Research
	4.5 Involvement of Teachers for the Empirical Study
	4.6 Teachers\' Opinion about the Old and Suggestions about New Context-based Tasks
	4.7 Developing Concrete Examples of Context-based Problems from Teachers\' Ideas
	4.8 Implications for Teaching
	4.9 Outlook and Final Reflections
	Acknowledgements
	References
Chapter 5 Development of a Context-based Learning Model Where Teachers Link Regional Companies and Science Classes Utilizing Relevance to Students
	5.1 Introduction
	5.2 Construction of a Class Model Linking Local Companies and Science Lessons
	5.3 Development of Teaching Materials Based ona Lesson Model Connecting Local Companies and Science Lessons
	5.4 Practice and Evaluation Method of Teaching Materials Based on a Lesson Model Connecting Regional Companies and Science Lessons
		5.4.1 Lesson Flow Using \'Artificial Kidneys\' as a Teaching Material
		5.4.2 Survey Method
	5.5 Conclusion
		5.5.1 Career Choice
		5.5.2 About Science
	5.6 Discussion
	Acknowledgements
	References
Chapter 6 Cooperating With Companies Helps to Make Science Education More Relevant to School Students
	6.1 Introduction
	6.2 The Shortage of Skilled Workers for STEM-related Jobs
	6.3 Factors Influencing Students\' Career Decisions
	6.4 STEM-careers and Companies as Contexts
		6.4.1 Fostering Student Interest
		6.4.2 Showing Students Relevance and Applications
	6.5 The Project PANaMa
	6.6 Two Best Practice Examples of Successful Cooperation
		6.6.1 Learning About a Waste Treatment Plant, Careers in the Energy Sector and Flue Gas Cleaning
		6.6.2 Learning About a Facility Working in Aquaculture Research, Careers in the Research Field and Ecological Factors
	6.7 Attitudes and Feedback
	6.8 Professional Teacher Development
	6.9 Discussion
	Acknowledgements
	References
Chapter 7 Teaching and Learning Science From the Perspective of Industry Contexts
	7.1 Introduction
	7.2 Industry Relevance to Science Education
	7.3 Approaches to Introducing Industry into Science Classrooms
	7.4 The Concept of Industrial Content Knowledge (ICK)
	7.5 The Teaching and Learning Unit \'Holes\'
		7.5.1 Structure and Activities
		7.5.2 Relevant Industrial Fields
	7.6 Applying the ICK Classification to the \'Holes\' Unit
		7.6.1 Examples of ICK Engagement in Introductory Subunit (Visible Holes)
		7.6.2 Examples of ICK Engagement in Intermediate Level Subunit 2 (Invisible Holes)
		7.6.3 Example of ICK Engagement in Advanced Level Subunit (Interesting Holes)
	7.7 Conclusion
	Acknowledgements
	References
Chapter 8 Research Visits as Nuclei for Educational Programs
	8.1 Introduction
		8.1.1 Outreach Programs in University Laboratories
		8.1.2 The Nature of Science
	8.2 Three Different Programs at the Weizmann Institute of Science Research Laboratories
		8.2.1 \'Hemed\' chemistry
		8.2.2 Alpha Program for Gifted Students
		8.2.3 Rothschild–Weizmann Research Lab Experience for Teachers
	8.3 Summary and Outlook
	Acknowledgements
	References
Chapter 9 Fostering Scientific Literacy with the Language of Sciencein the Production of a Nano-based After-sun Care Productin an Extracurricular Setting: A CLIL Approach in a Science Lab for School Students
	9.1 Introduction
	9.2 Theoretical Background
		9.2.1 Content and Language Integrated Learning (CLIL)
		9.2.2 Previous Studies on CLIL Effects on Students\' Learning in a Science Subject
		9.2.3 Research on the Effect of CLIL on Content Knowledge
		9.2.4 Research on Affective Components
		9.2.5 Research on Gender Effects
	9.3 Bilingual Education in Germany
	9.4 Bilingual Scientific Literacy in a Science Lab for School Students
	9.5 Science Labs for Students as Extracurricular Settings
		9.5.1 Previous Research on the Settings of Science Labs for School Students
		9.5.2 Authenticity
		9.5.3 Authenticity in the Context of a Bilingual Science Lab For School Students
	9.6 Overall Research Design
		9.6.1 Theoretical Foundation and Objectives
		9.6.2 Sample and Setting
		9.6.3 Instruments
	9.7 First Findings on the Monolingual Treatment
	9.8 Exemplary Experimental Station on the Production of a Nano-based After-sun Care Product
		9.8.1 After-sun Care Product: Preparation of an Active Ingredient out of the Hydrocarbon Azulene as an Experimental Station at the LMU chemlab
		9.8.2 Azulene: The Chemistry Behind the Experiment
		9.8.3 Video for School Preparation: Scientist and Researcher Explains the Topic of the Experimental Station
		9.8.4 Experimental Station Setup: The Production of an After-sun Care Product on a Nanoparticle Base
		9.8.5 Post-processing: Expert Groups Explain Their Station to Their Fellow Students
	9.9 Future Prospects
	9.10 Outlook
	References
Chapter 10 Enhancing School Students\' Engagement in Chemistry Through a University-led Enrichment Programme
	10.1 Introduction
	10.2 Background
	10.3 The Intervention Programme
		10.3.1 Intervention Aims
		10.3.2 Overview of the Programme
		10.3.3 Contextual Overview of the Six Participating Schools
		10.3.4 Learning Outcomes of the Intervention Programme
	10.4 Evaluation of the Intervention Programme
		10.4.1 Introduction
		10.4.2 Year 1 of the Intervention (Year 8 students—Age 13)
		10.4.3 Year 2 of the Intervention (Year 9 students—Age 14)
		10.4.4 Year 3 Intervention Programme (Year 10 Students—Age 15)
		10.4.5 Year 4 (Y11—Age 16)
		10.4.6 Summary of the Statistical Analysis Across All of the Events
	10.5 The Interview Study
	10.6 Conclusions
	Acknowledgements
	References
Chapter 11 Can Participation in a Citizen Science Project Empower Schoolchildren to Believe in Their Ability to Act on Environmental Problems?
	11.1 Introduction
	11.2 The Marine Litter Problem as an Opportunity for Citizen Science
	11.3 Following the Pathways of Plastic Litter—Combining Citizen Science with School Student Education
		11.3.1 How to Identify Effects? An Accompanying Empirical Study
	11.4 Results
		11.4.1 Nature of Science
		11.4.2 Expectation of Success
		11.4.3 Expectation of Outcome
		11.4.4 Expectation of Self-efficacy
	11.5 Discussion
	11.6 Conclusion and Outlook
	Acknowledgements
	References
Chapter 12 The Use of Contexts in Chemistry Education: A Reflection on System Levels and Stakeholder Involvement
	12.1 Introduction: Influences on Curriculum Development
		12.1.1 Pedagogical Changes
		12.1.2 International Perspectives: Comparisons, Similar Demands and Joint Ventures
	12.2 Insights into Developments in the Netherlands
		12.2.1 First Experiments with Context-oriented Education in the Netherlands
		12.2.2 Central Examination 2019
	12.3 Stakeholders in Educational Change
	12.4 Side Results of the Pilot
	12.5 Further Developments
	12.6 Conclusion
	References
Chapter 13 Conclusions
	13.1 How is Engagement Understood?
	13.2 What Conditions and Approaches Enhance Engagement?
		13.2.1 Quality Learning Environments
		13.2.2 Practical Research Projects
		13.2.3 Context-based Learning
		13.2.4 Connecting Students with Industry
		13.2.5 Science Outreach Activities
	13.3 Engagement and Aspiration
	13.4 What are the Ways Forward?
	References
Subject Index