Understanding a Phenomenon in Two Domains as a Result of Contextualization

This study illustrates how contextualization influences students' reasoning. An experiment on the properties of air was demonstrated with alternative designs to two groups of primary students (n = 45). Students' written explanations to the observations show that an experiment in which science equipment and chemicals are used poses a significant problem to these students, who have not yet been introduced to the different disciplines of school science. We argue that the scientific arrangement of experiments might in fact obstruct students' sound reasoning in explaining phenomena. In relation to its role as a trigger for reasoning, scientific equipment calls for a more conscious utilization than is often the case in school science.