Anmerkung: Cover -- Preface -- Contents -- Chapter 1 Engaging Learners with Chemistry: How Can We Better Understand and Design Supporting Structures and Programs? -- 1.1 Introduction -- 1.2 Engagement in Science and the Specific Niche of Chemistry-Still a Challenge -- 1.3 Engagement-Characterizing a Term to Better Address Measures -- 1.4 How to Understand Personal Choices for or Against Engagement in Science? -- 1.5 How to Design Learning Environments, How to Investigate and Model Interactions? -- 1.6 How to Design Activities? -- 1.7 Do Not Forget the Stakeholders: A Systems Thinking Perspective -- The Storyline of the Book-Chapter Overview -- References -- Chapter 2 Complexity, Intellectual Challenge and Ongoing Support: Key Learning Conditions to Enhance Students' Engagement in STEM Education -- 2.1 Introduction -- 2.2 Understanding Student Choice: Moving Beyond Assumptions -- 2.3 Effective STEM Education: Creating Conditions for Student Engagement -- 2.4 Exploring Conditions for Effective STEM Learning -- 2.4.1 The National Virtual School of Emerging Sciences (NVSES) -- 2.4.2 The Graduate Certificate of STEM Education -- 2.5 Complexity of the Learning Environment -- 2.6 Providing Intellectual Challenge -- 2.7 Providing Ongoing Support for Learning -- 2.8 Conclusion -- Acknowledgements -- References -- Chapter 3 Being a Scientist: The Role of Practical Research Projects in School Science -- 3.1 Introduction and Context -- 3.2 What are Practical Research Projects? -- 3.3 Some Examples of Opportunities for Students to Undertake Practical Research Projects -- 3.4 Why are Practical Research Projects Seen as Important? -- 3.4.1 Perspectives from the Research Literature -- 3.4.2 Perspectives from People Associated with Practical Research Projects -- 3.5 The Systematic Review of Research into theImpacts of Practical Research Projects in Science. , 3.5.1 Review Methods -- 3.5.2 Review Findings -- 3.6 The Views of Students and Teachers Participating in Practical Research Projects -- 3.6.1 Students' Views -- 3.6.2 Teachers' Views -- 3.7 Conclusions -- Acknowledgements -- References -- Chapter 4 Engagement and Relevance Through Context-based, Everyday Life, Open-ended Chemistry Problems -- 4.1 Context-based Learning -- 4.1.1 Context in the Framework of the Swedish Curriculum -- 4.2 Problem Solving and Higher-order Thinking -- 4.3 Relevance, Interest and Engagement -- 4.4 Design-based Research -- 4.5 Involvement of Teachers for the Empirical Study -- 4.6 Teachers' Opinion about the Old and Suggestions about New Context-based Tasks -- 4.7 Developing Concrete Examples of Context-based Problems from Teachers' Ideas -- 4.8 Implications for Teaching -- 4.9 Outlook and Final Reflections -- Acknowledgements -- References -- Chapter 5 Development of a Context-based Learning Model Where Teachers Link Regional Companies and Science Classes Utilizing Relevance to Students -- 5.1 Introduction -- 5.2 Construction of a Class Model Linking Local Companies and Science Lessons -- 5.3 Development of Teaching Materials Based ona Lesson Model Connecting Local Companies and Science Lessons -- 5.4 Practice and Evaluation Method of Teaching Materials Based on a Lesson Model Connecting Regional Companies and Science Lessons -- 5.4.1 Lesson Flow Using 'Artificial Kidneys' as a Teaching Material -- 5.4.2 Survey Method -- 5.5 Conclusion -- 5.5.1 Career Choice -- 5.5.2 About Science -- 5.6 Discussion -- Acknowledgements -- References -- Chapter 6 Cooperating With Companies Helps to Make Science Education More Relevant to School Students -- 6.1 Introduction -- 6.2 The Shortage of Skilled Workers for STEM-related Jobs -- 6.3 Factors Influencing Students' Career Decisions -- 6.4 STEM-careers and Companies as Contexts. , 6.4.1 Fostering Student Interest -- 6.4.2 Showing Students Relevance and Applications -- 6.5 The Project PANaMa -- 6.6 Two Best Practice Examples of Successful Cooperation -- 6.6.1 Learning About a Waste Treatment Plant, Careers in the Energy Sector and Flue Gas Cleaning -- 6.6.2 Learning About a Facility Working in Aquaculture Research, Careers in the Research Field and Ecological Factors -- 6.7 Attitudes and Feedback -- 6.8 Professional Teacher Development -- 6.9 Discussion -- Acknowledgements -- References -- Chapter 7 Teaching and Learning Science From the Perspective of Industry Contexts -- 7.1 Introduction -- 7.2 Industry Relevance to Science Education -- 7.3 Approaches to Introducing Industry into Science Classrooms -- 7.4 The Concept of Industrial Content Knowledge (ICK) -- 7.5 The Teaching and Learning Unit 'Holes' -- 7.5.1 Structure and Activities -- 7.5.2 Relevant Industrial Fields -- 7.6 Applying the ICK Classification to the 'Holes' Unit -- 7.6.1 Examples of ICK Engagement in Introductory Subunit (Visible Holes) -- 7.6.2 Examples of ICK Engagement in Intermediate Level Subunit 2 (Invisible Holes) -- 7.6.3 Example of ICK Engagement in Advanced Level Subunit (Interesting Holes) -- 7.7 Conclusion -- Acknowledgements -- References -- Chapter 8 Research Visits as Nuclei for Educational Programs -- 8.1 Introduction -- 8.1.1 Outreach Programs in University Laboratories -- 8.1.2 The Nature of Science -- 8.2 Three Different Programs at the Weizmann Institute of Science Research Laboratories -- 8.2.1 'Hemed' chemistry -- 8.2.2 Alpha Program for Gifted Students -- 8.2.3 Rothschild-Weizmann Research Lab Experience for Teachers -- 8.3 Summary and Outlook -- Acknowledgements -- References. , Chapter 9 Fostering Scientific Literacy with the Language of Sciencein the Production of a Nano-based After-sun Care Productin an Extracurricular Setting: A CLIL Approach in a Science Lab for School Students -- 9.1 Introduction -- 9.2 Theoretical Background -- 9.2.1 Content and Language Integrated Learning (CLIL) -- 9.2.2 Previous Studies on CLIL Effects on Students' Learning in a Science Subject -- 9.2.3 Research on the Effect of CLIL on Content Knowledge -- 9.2.4 Research on Affective Components -- 9.2.5 Research on Gender Effects -- 9.3 Bilingual Education in Germany -- 9.4 Bilingual Scientific Literacy in a Science Lab for School Students -- 9.5 Science Labs for Students as Extracurricular Settings -- 9.5.1 Previous Research on the Settings of Science Labs for School Students -- 9.5.2 Authenticity -- 9.5.3 Authenticity in the Context of a Bilingual Science Lab For School Students -- 9.6 Overall Research Design -- 9.6.1 Theoretical Foundation and Objectives -- 9.6.2 Sample and Setting -- 9.6.3 Instruments -- 9.7 First Findings on the Monolingual Treatment -- 9.8 Exemplary Experimental Station on the Production of a Nano-based After-sun Care Product -- 9.8.1 After-sun Care Product: Preparation of an Active Ingredient out of the Hydrocarbon Azulene as an Experimental Station at the LMU chemlab -- 9.8.2 Azulene: The Chemistry Behind the Experiment -- 9.8.3 Video for School Preparation: Scientist and Researcher Explains the Topic of the Experimental Station -- 9.8.4 Experimental Station Setup: The Production of an After-sun Care Product on a Nanoparticle Base -- 9.8.5 Post-processing: Expert Groups Explain Their Station to Their Fellow Students -- 9.9 Future Prospects -- 9.10 Outlook -- References -- Chapter 10 Enhancing School Students' Engagement in Chemistry Through a University-led Enrichment Programme -- 10.1 Introduction -- 10.2 Background. , 10.3 The Intervention Programme -- 10.3.1 Intervention Aims -- 10.3.2 Overview of the Programme -- 10.3.3 Contextual Overview of the Six Participating Schools -- 10.3.4 Learning Outcomes of the Intervention Programme -- 10.4 Evaluation of the Intervention Programme -- 10.4.1 Introduction -- 10.4.2 Year 1 of the Intervention (Year 8 students-Age 13) -- 10.4.3 Year 2 of the Intervention (Year 9 students-Age 14) -- 10.4.4 Year 3 Intervention Programme (Year 10 Students-Age 15) -- 10.4.5 Year 4 (Y11-Age 16) -- 10.4.6 Summary of the Statistical Analysis Across All of the Events -- 10.5 The Interview Study -- 10.6 Conclusions -- Acknowledgements -- References -- Chapter 11 Can Participation in a Citizen Science Project Empower Schoolchildren to Believe in Their Ability to Act on Environmental Problems? -- 11.1 Introduction -- 11.2 The Marine Litter Problem as an Opportunity for Citizen Science -- 11.3 Following the Pathways of Plastic Litter-Combining Citizen Science with School Student Education -- 11.3.1 How to Identify Effects? An Accompanying Empirical Study -- 11.4 Results -- 11.4.1 Nature of Science -- 11.4.2 Expectation of Success -- 11.4.3 Expectation of Outcome -- 11.4.4 Expectation of Self-efficacy -- 11.5 Discussion -- 11.6 Conclusion and Outlook -- Acknowledgements -- References -- Chapter 12 The Use of Contexts in Chemistry Education: A Reflection on System Levels and Stakeholder Involvement -- 12.1 Introduction: Influences on Curriculum Development -- 12.1.1 Pedagogical Changes -- 12.1.2 International Perspectives: Comparisons, Similar Demands and Joint Ventures -- 12.2 Insights into Developments in the Netherlands -- 12.2.1 First Experiments with Context-oriented Education in the Netherlands -- 12.2.2 Central Examination 2019 -- 12.3 Stakeholders in Educational Change -- 12.4 Side Results of the Pilot -- 12.5 Further Developments. , 12.6 Conclusion.