Joshua Gutwill-Wise ( 2001 ) investigated the impact of context-based learning in
introductory chemistry courses, in particular ChemConnections modular materials,
in two universities – a small university and a large university. The modular approach
was very similar to the context-based approach since it involved a change in the
content and pedagogy of the chemistry classroom. The shift in content emphasised
chemistry as real-life problems such as building a better automobile air-bag system,
investigating global warming, and understanding atmospheric ozone depletion.
Modular classrooms consisted of new pedagogical approaches such as group work,
discussion and the use of multimedia. Students in the context-based class at the
small university showed more positive attitudes than their traditional counterparts,
but the reverse was found at the larger university. When the course was taught for a
second time at the larger university using only modules that had undergone rigorous
editing, the surveys found these students more positive than students from the previous
study. Therefore, some of the problems were resolved in subsequent courses