The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school

Author:

Putica Katarina,Anđelković Slađana,Trivić Dragica

Funder

Ministry of Education, Science and Technological Development of the Republic of Serbia

Publisher

Centre for Evaluation in Education and Science (CEON/CEES)

Subject

Applied Mathematics,General Mathematics

Reference44 articles.

1. Aikenhead, G. S. (2006). Science education for everyday life-evidence-based practice. New York: Teacher College Press.;

2. Bailey, Jr. P. S., & Bailey, C. A. (1971). A program for relevant organic chemistry in high school. Journal of Chemical Education, 48(4), 263-264.;

3. Barker, V., & Millar, R. (1996). Differences between Salters’ and traditional A-level chemistry students’ understanding of basic chemical ideas. York, UK: University of York.;

4. Beasly, W. (1980). High school organic chemistry studies: Problems and prospects. Journal of Chemical Education, 57(11), 807-809.;

5. Bennett, J., & Lubben, F. (2006). Context-based chemistry: The Salters approach. International Journal of Science Education, 28(4), 999-1015.;

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