The context-based approach in the Chemistry classroom : teachers’ views and attitudes

Abstract

The main aim of this study was to investigate teachers’ views and attitudes towards the use of the context-based approach (CBA) in chemistry classrooms. A survey was carried out with all chemistry teachers in Malta and Gozo. This was done by means of a questionnaire. The second part of the study involved four case-studies of four chemistry teachers and their students. Three teachers teach in a boys’ secondary school while one teaches in a girls’ secondary school. Semistructured interviews were held with each teacher before and after implementation of chemistry lessons through the CBA using prepared resources. Furthermore, the classroom practice of each teacher was observed twice and at the end of implementation, a questionnaire was distributed to the students. The research looked at: the criteria teachers consider when deciding whether or not to adopt the CBA; comparing teachers’ perceptions before and after the teaching experience; their thoughts about the kind of professional development needed; and comparing teachers’ and students’ opinions about the effect of the CBA on the students’ attitudes and learning. In general, most teachers held positive views about the CBA as they believe that the way chemistry is taught has to change. They believe that it would be more motivating for them to teach chemistry and that it would allow them to plan their lessons according to students’ abilities. They also believe that the approach can have a positive effect on students’ attitudes towards chemistry but they are not so sure about the effect it might have on their learning. In addition, they appreciate the way the approach involves more student-centered learning but are concerned about the time that is needed for preparation and the time needed for implementation due to the current syllabus being too long and content loaded. Another concern is the current examination system. Most teachers also believe that on-going professional development and support are needed to encourage and support teachers.