Abstract
The study of alcohols is an important topic in the chemistry curriculum. At the same time alcohol abuse has a significant negative effect on the human health and is a social problem. This article presents a practice to involve the context in learning the topic “Monohydric alcohols” in 9th grade by illustrating the meaning and appropriate use of alcohols trough examples of everyday life, promoting active learning and problem solving. To evaluate students’ engagement in the Context-Based Learning, pedagogical observation and analysis of task solutions was conducted. The ninth graders of 91. German Language High School participated in this research divided into a control (n=25) and experimental (n=25) group. The results show more clearly expressed indicators of a cognitive, behavioral, and affective engagement by the students of experimental group. When solving problem-based tasks in а context, the same students demonstrate skills for working with information, assessing benefits and risks of alcohols use, and solving a real problem to a greater extent.
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