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Learning science through Real-World contexts

King, D. and Ritchie, S.M. (2011) Learning science through Real-World contexts. In: Fraser, B.J., Tobin, K. and McRobbie, C.J., (eds.) Second International Handbook of Science Education. Springer Netherlands, pp. 69-79.

Link to Published Version: http://dx.doi.org/10.1007/978-1-4020-9041-7_6
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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.

Publication Type: Book Chapter
Publisher: Springer Netherlands
Copyright: 2012 Springer Science+Business Media B.V.
Notes: Vol. 24
URI: http://researchrepository.murdoch.edu.au/id/eprint/21290
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