Context-Led Science Projects
| Autor: | Harrie Eijkelhof |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Sociology of scientific knowledge
Engineering Scientific literacy business.industry ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Personal life Relevance (information retrieval) Context (language use) Science technology society and environment education business Curriculum Variety (cybernetics) |
| Zdroj: | Encyclopedia of Science Education ISBN: 9789400761650 |
| Popis: | Since the early 1970s, several science courses have been developed which could be labelled “context-based.” In some areas of the world, these courses are named Science-Technology-Society (STS). The aims of such courses are usually to make science more relevant to students by linking science to contexts in personal life, local and global situations, and/or practices in science and technology. The course developers expect that this approach is motivating for students due to its focus on familiarity and relevance. Furthermore it might help students to be able to apply scientific knowledge and skills in real-life situations, such as is expected in the OECD Frameworks for Scientific Literacy of the Programme for International Student Assessment (PISA). In practice a large variety of approaches have been developed, from a short series of lessons to full curricula, with aims which range from simply motivating students to preparing them for decision making or social action. In some cases materials are monodisciplinary, linking specific science concepts to contexts; in other cases units deal with complex socio-scientific issues (SSI) from areas such as health, climate, and environment. Some projects have remained local, while others have extended to whole countries or have even been adapted across the world. Most context-based science teaching materials are aimed at students in the age group 12–18. Some efforts have also been made to develop teaching materials for primary and undergraduate education. Independent research on the effects of the context-based approaches has been limited. Direct comparison of regular and context-based approaches is difficult as aims are partly overlapping and partly different. Available review findings indicate that context-based approaches tend to result in improvement of attitudes to science and to higher quality reasoning and reflective judgments; the understanding of scientific ideas developed seems comparable to that of conventional approaches. |
| Databáze: | OpenAIRE |
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