acculturated, 23

African Americans, 3, 47–49

alternative assessment, 23, 83–84, 150

American Association for the Advancement of Science (AAAS), xxiii, 2–4, 9, 20–21, 185

analysis of covariance, xxv

animal management, xviii

anthropology, xvi

aquifers, 56, 82, 89, 176

artesian wells, 82

assessment protocols, 149

assimilated, 23

attitude toward science, 12, 14, 191

Benchmarks for Science Literacy, 2, 185

border crossing, xvii, 185

Chemie im Kontext, 30, 197

Chemistry in Context, 30

Chemistry in the community, xxii

chlorination, 56, 92–93, 108, 111, 128, 178

citizenship education, xxi

colonial control, xvii

conceptual mapping, 7

confounding variables, 86, 132, 138–140

connected science, xvii, xxii, xxvi, 30–31, 35

constant-comparison method, xxv

constructive learners, 97

constructivist teaching, 23, 188

contemporary medicines, xviii

content

acquisition, xxii, xxiv–xxv, 8, 12–13, 15, 43, 45–46, 58–60, 62, 64, 67, 71–72, 74–75, 105, 132, 135, 137–138, 142, 146, 156, 173, 175, 177

analysis, xxiv, 44, 137

knowledge, xxiii–xxiv, 12, 15, 24, 26, 43, 60, 71, 145, 199

contested knowledge, 33

context beliefs, 38–39

context in learning, 26, 29

context-based science, xxi–xxii, 30

context-concept approach, 30

contextual experiences, 7, 112

contextual integration model, 30, 34

contextualized science, xxi–xxii, 6–8, 10–16, 27, 40, 43–46, 55, 71, 75, 85, 93, 105, 113, 136, 138, 140, 142, 173, 194

contextualized science curriculum, xxi–xxii, 6–8, 10–16, 27, 40, 43–46, 55, 71, 75, 85, 93, 105, 113, 136, 138, 140, 142, 173

contextualizing curricula, 54, 134

control group, xxiv–xxv, 48–52, 57–58, 60–61, 65–66, 72, 75–76, 78–82, 84–86, 89, 91, 93, 95–96, 98–99, 101–106, 109, 112, 119, 123, 132, 136–143, 155

control variables, 60