Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom

Abstract

This study investigated the effects of using real-world contexts on long-term memory and understanding of chemistry concepts for 65 students in a high school chemistry class. Students were taught chemistry concepts using real-world topics as the basis. Data collection tools, including pre and postassessments, surveys, interviews, and observations, were used to gauge the level of student understanding, motivation, and teacher attitude and motivation. The data showed that using real-world contexts positively affected the students' understanding of chemistry concepts, long-term memory, motivation, and the teacher's attitude and motivation.