context-based learning

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tandfonline.com – Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems

Posted on by Troels Gannerup Christensen - Læst 31 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: To make students more interested and engaged in science, new teaching approaches have been developed aiming at higher order thinking. Context-based learning approaches emanate from an idea that science content knowledge should be presented in a relevant context for students to improve their learning outcomes as well as making them more engaged in science. Previous research on context-based learning approaches has shown positive results; however, researchers and teachers need to explicitly consider which aspects of the contextual settings young students perceive as interesting and relevant to improve chemistry education. Purpose: In this paper, the constructs of ‘interest’ and ‘relevance’ are explored to analyse which aspects of open-ended chemistry problems engage students. Sample and Design: Both qualitative interview… Continue Reading →

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tandfonline.com – Using model-based scaffolds to support students solving context-based chemistry problems

Posted on by Troels Gannerup Christensen - Læst 6 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students… Continue Reading →