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2. Effects of context-based science education on knowledge development and interests
Friday 25th August Symposia IV, 09:00 - 11:00
Q121
More than two decades of research and curriculum development have contributed to a growing body of knowledge about the use of contexts in science education. The meanings of context have been explored and theorized, design criteria have been established, and a summary of characteristics of contexts has been presented through synthesis across many curricula. Context-based approaches have the potential to bring the learning toward the lived worlds of students, which captures students’ attention and interests. However, much remains to be understood about how different contexts affect students’ knowledge development and interests. Furthermore, the attention of the teacher is also at play in how contexts promote learning. 

Chairperson: Gjalt T Prins, Utrecht University, The Netherlands
Discussant: Hannah Sevian, University of Massachusetts, USA

S2.4.1.1 Supporting teachers in designing context-based chemistry education: Evaluation of an activity-based instructional framework
Gjalt Prins*, Astrid Bulte, Albert Pilot
Freudenthal Institute, The Netherlands
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S2.4.1.2 Students' interests in contexts and activities - a foundation for the design of context-based learning environments
Janet Blankenburg*, Ilka Parchmann
Leibniz Institute for Science and Mathematics Education, Germany
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S2.4.1.3 Context-based learning via conceptual modelling: Assessing science teachers' systems thinking
Yehudit Dori*1,2, Rea Lavi1
1The faculty of Education in Science and Technology, Israel, 2Samuel Neaman Institute, Israel
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S2.4.1.4 Context-based learning in the middle years: Achieving resonance between context and concepts
Donna King*, Senka Henderson
Faculty of Education, Queensland University of Technology, Australia
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