Connecting Chemical Worlds - Context-based Learning Co-developed

Area of Science:

• Chemistry education
• Science communication
• Public perception of science

Background:

• Non-expert perceptions of chemistry often involve spectacular phenomena and entertainment, alongside perceived risks and complexity.
• A gap exists in understanding authentic science tasks, activities, and the people involved in scientific endeavors.

Purpose of the Study:

• To explore the perceptions of chemistry and chemistry education among non-experts.
• To investigate how collaborative activities can bridge the gap between scientific practice and educational understanding.
• To foster mutual understanding between scientists, teachers, and students regarding science content and learning processes.

Main Methods:

• Analysis of perceptions regarding chemistry and chemistry education.
• Examination of outcomes from collaborative work between students, teachers, and scientists.
• Qualitative assessment of insights gained through shared experiences.

Main Results:

• Collaboration provides students and teachers with authentic insights into the spectrum of science tasks, activities, and scientific roles.
• Scientists gain a better understanding of teachers' and students' perspectives on content interests and school-based learning processes.

Conclusions:

• Collaborative approaches enhance authentic understanding of science for students and teachers.
• Mutual understanding between scientists and educators improves the relevance and effectiveness of chemistry education.
• Bridging perceptions can lead to more engaging and accurate representations of science in educational settings.