One context fits all? – analysing students’ context choice and their reasons for choosing a context-based task in chemistry education
Bibliographic Data
| ID | 21589434 |
|---|---|
| Authors | Helena van Vorst (0000-0001-5876-7827, University of Duisburg-Essen, corresponding author), Hatice Aydogmus (University of Duisburg-Essen) |
| Year | 2021 |
| Volume | 43 |
| Issue | 8 |
| Pages | 1250-1272 |
| Publication date | 2021-05-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2021.1908640 |
| OpenAlex | W3157290895 |
| Language | EN |
| Citations received | 6 |
| References cited | 29 |
Context-based learning has become increasingly influential in science education over the last 40 years. However, it is still unclear which types of contexts foster students’ interests and learning achievements and are appropriate for science classes. While contexts are usually selected by teachers or curriculum developers, this study focusses on the students’ perspective. The central aim of this research project is to analyse which context students choose for their science learning and why they choose a specific context. Therefore, a questionnaire study has been conducted in German grammar schools. The data analysis illustrates that students choose significantly different contexts depending on their individual variables like gender or individual interest in the subject. Additionally, it is possible to identify different reasons for selecting a specific context in chemistry. When comparing students’ individual variables, significant relations between students’ individual interest as well as their last grades in chemistry and their motives for choosing a context can be found. A cluster analysis has produced three clusters for describing students’ explanation patterns for selecting a context. Overall, the results of this study allow first conclusions about the question which types of contexts ought to be implemented in science classes for specific groups of students
Chemistry Education · Context effect · Curriculum · Geography · German · Mathematics education · Pedagogy · Science education · Computer Science · Educational Strategies and Epistemologies · Engineering · Innovative Teaching and Learning Methods · Mathematics · Psychology · Science Education and Pedagogy · Social Psychology · Artificial Intelligence
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A latent profile analysis of students’ attitudes towards astronomy across grades 9–13
Context-based learning in flipped middle school chemistry class
Supporting students’ inquiry through doubly authentic learning designs
To choose or not to choose? Effects of choice in authentic context-based learning environments
| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |