Student and teacher experiences using cutting-edge research as learning context

Background: Although cutting-edge research contexts can be motivating for students, studies reporting student and teacher experiences using this type of authentic contexts are hard to find. Purpose: In this study, we investigated how students and teachers experienced working with context-based learning materials centered on cutting-edge research that are designed to support teachers in fostering student understanding and motivation. Sample: Six chemistry teachers in their 10^th grade pre-university classes used learning materials using research on ‘Early Cancer Diagnosis’ as a context to understand chemical bonding concepts. Design and methods: In this mixed-methods study, teacher and students experiences were investigated using semi-structured teacher and student group interviews, student pre- and post-tests, learner self-reports, and teacher logbooks. Results: The context-based learning materials did help to foster student understanding and motivation. In addition, students experienced working with the learning materials as interesting, relevant, complex, challenging and clear. Conclusion: Using authentic contexts can support teachers and foster student understanding and motivation. Teacher and student experiences were positive, and teachers were reflecting when working with the learning materials and trying to use new teaching strategies. Thus, we cautiously conclude that teachers were learning, while they are working with learning materials that feature cutting-edge research contexts.