|
| volgende >> |
Tijdschrift beschrijving
Alle jaargangen van het bijbehorende tijdschrift
Alle afleveringen van het bijbehorende jaargang
Alle artikelen van de bijbehorende aflevering
Details van artikel 1 van 7 gevonden artikelen
| Titel: |
Activity theory as a tool to address the problem of chemistry's lack of relevance in secondary school chemical education |
| Auteur: |
Van Aalsvoort, Joke |
| Verschenen in: |
International journal of science education |
| Paginering: | Jaargang 26 (2004) nr. 13 pagina's 1635-1651 |
| Jaar: |
2004-10 |
| Inhoud: |
In a previous article, the problem of chemistry's lack of relevance in secondary chemical education was analysed using logical positivism as a tool. This article starts with the hypothesis that the problem can be addressed by means of activity theory, one of the important theories within the sociocultural school. The reason for this expectation is that, while logical positivism creates a divide between science and society, activity theory offers a model of society in which science and society are related. With the use of this model, a new course for grade nine has been constructed. This results in a confirmation of the hypothesis, at least at a theoretical level. A comparison with the Salters' approach is made in order to demonstrate the relative merits of a mediated way of dealing with the problem of the lack of relevance of chemistry in chemical education. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 1 van 7 gevonden artikelen
| volgende >> |