Abstract of the paper
Context-based learning is receiving a great deal of attention as a means of fostering interest in chemistry, as is the authentic design of learning opportunities. However, the findings regarding the promotion of situational interest remain largely inconclusive. This article explores the overlap between medicine – as an interesting, everyday subject area – and chemistry – as the basis for designing authentic contexts. Three suitable contexts are outlined, drawing on design guidelines for such contexts and a narrowing down of the broad subject area based on the chemistry curriculum. One of these learning environments (on the circulatory and respiratory systems) is then explained in more detail and evaluated in an initial experience report using data from the student laboratory (N = 155). Finally, the future use of medical contexts is discussed.