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Research report Judith Bennett, Cornelia Gräsel, Ilka Parchmann, David Waddington International journal of science education 27 (13), 1521-1547, 2005 The study explores teachers’ experiences of teaching a context‐based chemistry course, Salters Advanced Chemistry , as compared with teachers of a conventional course. Second, main factors that appear to influence decisions over whether or not to adopt context‐based courses are investigated. Two hundred and twenty‐two teachers’ views of a context‐based and a conventional school advanced chemistry course were obtained from a questionnaire. Responses were analysed in six dimensions: motivation, chemical knowledge and development of concepts, learning activities, assessment, challenge to teachers and students, and teacher support. Both sets of teachers agreed that the context‐based course is more motivating to study and teach, that students would be more interested in chemistry and more likely to go to university to study chemist...