Teaching and learning in context-based science classes : A dialectical sociocultural approach

Book chapter

King, Donna. (2016). Teaching and learning in context-based science classes : A dialectical sociocultural approach. In In Taconis, R., den Brok, P. and Pilot, A. (Ed.). Teachers creating context-based learning environments in science pp. 71-85 Sense Publishers. https://doi.org/10.1007/978-94-6300-684-2_5
AuthorsKing, Donna
EditorsTaconis, R., den Brok, P. and Pilot, A.
Abstract

Internationally, many secondary school students are disengaged in science, finding the content of the curriculum unrelated to their everyday lives. Despite a rapidly changing world, outdated pedagogical approaches still persist in science classrooms where the focus is on the rote learning of conceptual knowledge, the application of concepts to routine problems, the treatment of context as secondary to concepts, and the use of practical work to illustrate principles and practices (Tytler, 2007).

Keywordsteaching sequence; collateral transition; spontaneous concept ; fluid transition; structure dialectic
Page range71-85
Year2016
Book titleTeachers creating context-based learning environments in science
PublisherSense Publishers
Place of publication Rotterdam
ISBN9789463006842
Digital Object Identifier (DOI)https://doi.org/10.1007/978-94-6300-684-2_5
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2016
Publication process dates
Deposited26 Jul 2021
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