Description

This article endeavours to define how an understanding of the context of chemical principles and processes investigated at A-level (post-16) and earlier can be continued and contribute to easing the tensions and uncertainties encountered by chemistry and chemical engineering students on entry to university. The importance of using chemistry contexts at A-level and degree levels and the benefits or drawbacks inherent in contextual approaches are discussed. However, the author primarily investigates how integrating an understanding of A-level specification and teaching contexts can be used to give students a familiar grounding in a subject without reducing the increased complexity required.

Transition

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