|Friday 25th August Symposia IV, 09:00 - 11:00
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