A Theoretical Framework for Contextual Science Teaching

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.

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

“…However they showed that the learners hoped that the contexts would improve their learning. This is in agreement with proponents of the use of contexts in the learning of mathematics (Boaler, 1993b(Boaler, , 1994Klassen, 2006;Clarke & Helme, 1998). These advocates allude that contexts motivate and engage learners.…”

“…Reasons for learning in contexts range from providing learners with a familiar allegory, to enhancing the transfer of mathematical learning through a demonstration of the connections between school mathematics and the real world (Boaler, 1993b(Boaler, , 1994 and motivating and engaging learners (Boaler, 1993a(Boaler, , 1994Klassen, 2006;Clarke & Helme, 1998). Contexts enable instructors to design a teaching sequence sensitive to learners' needs, give learners the chance to position their understanding in their own familiar knowledge and promote the reinvention of mathematics (Gravemeijer & Doorman, 1999).…”

“…Contexts relevancy however is relative, they can be said to be relevant in relation to teachers or learners (Klassen, 2006). Unfortunately in most cases adults decide on the contexts ignoring the learners' choices and yet, they form the majority in any school community.…”

“…There is sufficient amount of literature on the importance of contexts to the affective domain in learning (e.g. Boaler, 1993aBoaler, , 1994Klassen, 2006;Clarke & Helme, 1998).…”

The Contextual Learning Approach in Engineering Education

“…The key to successful learning lies in the connectedness of the learned knowledge to what seems meaningful to the learner (Caine & Caine, 1991). Much research supports this type of learning and argues that it is significant for the learners (Klassen, 2006). Roth & Roychoudhury (1993) found a link between contextual learning and learner's motivation.…”