Book chapter
Learning science through Real-World contexts
Second International Handbook of Science Education, pp.69-79
Springer Netherlands
2011
Abstract
Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing conceptual understanding. Literature relating to context-based approaches to learning will be reviewed in this chapter. In particular, international trends in curricular development and results from evaluations of major projects (e.g. PLON, Salters Advanced Chemistry, ChemCom) will be highlighted. Research projects that explore context-based interventions focusing on such outcomes as student interest, perceived relevance and conceptual understanding also will feature in the review. The chapter culminates with a discussion of current context-based research that interprets classroom actions from a dialectical socio-cultural framework, and identifies possible new directions for research.
Details
- Title
- Learning science through Real-World contexts
- Authors/Creators
- D. King (Author/Creator) - Queensland University of TechnologyS.M. Ritchie (Author/Creator) - Queensland University of Technology
- Contributors
- B.J. Fraser (Editor)K. Tobin (Editor)C.J. McRobbie (Editor)
- Publication Details
- Second International Handbook of Science Education, pp.69-79
- Publisher
- Springer Netherlands
- Identifiers
- 991005541671407891
- Copyright
- 2012 Springer Science+Business Media B.V.
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Book chapter
- Note
- Vol. 24
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