TY - CHAP

T1 - Learning about Relevance Concerning Cultural and Gender Differences in Chemistry Education

AU - Mamlok-Naaman, Rachel

AU - Abels, Simone Juliane

AU - Markic, Silvija

PY - 2015/1/1

Y1 - 2015/1/1

N2 - According to Stuckey, Hofstein, Mamlok-Naaman, and Eilks (2013) relevance can be considered to consist of three different dimensions: individual, societal, and vocational relevance (see prologue in this book). For chemistry teaching this means that relevant education must contribute to students’ intellectual skill development, promote learners’ competency for current and future societal participation, and address learners’ vocational awareness and understanding of career chances.

AB - According to Stuckey, Hofstein, Mamlok-Naaman, and Eilks (2013) relevance can be considered to consist of three different dimensions: individual, societal, and vocational relevance (see prologue in this book). For chemistry teaching this means that relevant education must contribute to students’ intellectual skill development, promote learners’ competency for current and future societal participation, and address learners’ vocational awareness and understanding of career chances.

KW - Didactics of sciences education

UR - http://www.scopus.com/inward/record.url?scp=84943155404&partnerID=8YFLogxK

U2 - 10.1007/978-94-6300-175-5_12

DO - 10.1007/978-94-6300-175-5_12

M3 - Chapter

SN - 978-94-6300-175-5

SP - 219

EP - 240

BT - Relevant Chemistry Education

A2 - Eilks, Ingo

A2 - Hofstein, Avi

PB - Sense Publishers

CY - Rotterdam

ER -