Outcomes and implications of one teacher's approach to context-based science in the middle years
King, Donna T., Winner, Evan, & Ginns, Ian (2011) Outcomes and implications of one teacher's approach to context-based science in the middle years. Teaching Science, 57(2), pp. 26-30.
In Australia, there is a crisis in science education with students becoming disengaged with canonical science in the middle years of schooling. One recent initiative that aims to improve student interest and motivation without diminishing conceptual understanding is the context-based approach. Contextual units that connect the canonical science with the students’ real world of their local community have been used in the senior years but are new in the middle years. This ethnographic study explored the learning transactions that occurred in one 9th grade science class studying a context-based Environmental Science unit for 11 weeks. Outcomes of the study and implications are discussed in this paper.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||context-based, middle school, science, environmental science, pedagogical approaches|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > Schools > School of Curriculum|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2011 Australian Science Techers Association|
|Deposited On:||19 Jul 2011 15:55|
|Last Modified:||26 Mar 2013 11:29|
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