A Theoretical Framework for Contextual Science Teaching |
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Authors: | Stephen Klassen |
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Institution: | (1) Department of Physics, University of Winnipeg, Winnipeg, Manitoba, CANADA, R3B 2E9 |
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Abstract: | The contextual approach to teaching is generally recognized as a reasonable and desirable strategy to enhance student learning
in science. Using several cognitive and learning theories together with various philosophical considerations, I identify five
distinct contexts that are important in engaging learners: the theoretical, practical, social, historical, and affective.
Based on these five contexts, I construct a model for teaching and learning, named the Story-Driven Contextual Approach (SDCA),
in which the story assumes a major role in engaging the learner affectively. The teacher introduces the SDCA to students by
means of a story, encouraging students to engage actively with the five contexts. In the SDCA, students function as novice
researchers and the teacher as a research director. |
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Keywords: | Contextual teaching contextual context story-driven contextual approach narrative story theoretical practical social historical affective |
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