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Teaching and learning in context-based science classes : A dialectical sociocultural approach
King, Donna
King, Donna
Author
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 Despite a rapidly changing world, outdated pedagogical approaches still persist in science classrooms where the focus is on the rote learning of conceptual knowledge, the application of concepts to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).
Keywords
teaching sequence, collateral transition, spontaneous concept, fluid transition, structure dialectic
Date
2016
Type
Book chapter
Journal
Book
Teachers creating context-based learning environments in science
Volume
Issue
Page Range
71-85
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
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Event URL
Open Access Status
License
All rights reserved
File Access
Controlled