The use of authentic practices as a leading principle for the design of Chemistry curricula: L'ús de pràctique autèntique com a principi per liderar el disseny de currículums de química

Abstract

The content of the chemistry curriculum has not been changed in the past seventy years. As a result, students perceive that school chemistry is not well connected to their lived worlds. We used authentic practices as contexts to select, specify, replace and/or modify specific chemistry content. This paper describes the design-based research procedure we followed to develop new sketches for a curriculum and to design an instructional framework together with exemplary curriculum units. The framework and the units were adapted as a result of several cycles of experimentation.