ABSTRACT
This chapter discusses two approaches to teaching chemistry: teaching through contexts and through addressing socioscientific issues. It explores potential choices for topics that may be deliberately sequenced at the end of a programme of chemistry learning because they have the potential to consolidate and integrate previous learning. A traditional chemistry course organised in relation to the conceptual structure of the discipline would present topics related to key divisions and theoretical ideas in the subject: structure and bonding; organic chemistry; acids and bases; etcetera. Socioscientific issues consider decision making or problem solving where scientific knowledge is relevant but where extra-scientific values also have to be considered. Socioscientific issues often involve a range of interest groups for whom the best outcome is different because they have different values or priorities. Revision at the end of formally examined courses can be tedious for some learners unless it occurs through engaging activities.
