Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory

Reigosa, Carlos G.; Jiménez‐Aleixandre, María Pilar

doi:10.1007/978-1-4020-5032-9_13

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…The contextualized aspects of science instruction promote students' understanding of empirical evidence (Buck et al, 2014) and enhance science process skills, particularly observation skills (Clough, 2011). The effectiveness of contextualized instruction has been examined in the fields of physics (Rivet & Krajcik, 2008), chemistry (Reigosa & Jiménez-Aleixandre, 2007), and biology, specifically, genetics (Eklund et al, 2007). The latter investigated the relationship between genes and proteins using a problem-based approach.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Contextualization in Science Instruction to Enhance Science Literacy in the Philippines: A Meta-Analysis

Picardal

Sanchez

2022

IJLTER

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A call for students to have a deeper understanding, so that they can make sense of and apply their learning to authentic situations, has reverberated in science teaching in the Philippines. In response, educators, teachers, and policymakers have embraced contextualization as a constructivist approach to bridging the gap between concepts and real-life experiences. Considering the popularity of this approach, it is imperative to examine the overall effectiveness of contextualization in improving students' achievement at all educational levels and in all science domains, compared to the traditional setup. By using a set of inclusion selection criteria, 10 Philippine-based studies conducted from 2017 to 2020 qualified to be included in a meta-analysis. Seven of the studies focused on the secondary level and three on tertiary level. Studies were extracted from several meta-search engines, namely Google Scholar, Science Direct, ERIC, and JSTOR; the search was facilitated by Harzing's Publish and Perish software. Statistical results from these studies were analyzed using Meta-Essentials, version 1.4, to calculate the effect sizes, to conduct subgroup and moderator analyses, and to determine publication bias. Contextualization is an approach to teaching science that could have a positive effect on students' achievement. The variables educational level and science domain were found to have no influence on student achievement. Contextualized instruction used various techniques to maximize achievement of learning outcomes. A further systematic review, covering a wider scope, must be conducted to examine indicators that may influence the implementation of contextualization in the teaching and learning process.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of Contextualization in Science Instruction to Enhance Science Literacy in the Philippines: A Meta-Analysis

Picardal

Sanchez

2022

IJLTER

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“…Constructing meaning within a laboratory task requires more than observing outcomes instead involving the linking of observations to broader disciplinary knowledge (e.g., Eberbach & Crowley, 2009). As noted in Reigosa and Jiménez‐Aleixandre's (2007) case study which analyzed discourse using Lemke's (1990) notion of contextualizing practices, students were able to iteratively make meaning out of the laboratory experience by relating ideas among concepts and with what they observed. This means that students moved beyond the observations of the phenomena alone.…”

Section: Creativity Context and Planning In The Laboratorymentioning

confidence: 99%

Laboratory materials: Affordances or constraints?

et al. 2011

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Laboratory instruction is critical to the understanding of biology and is a central piece of biological sciences instruction. Although much investigation has focused on the content of biology laboratory exercises, we contend that understanding the extent to which the laboratory materials can aid or limit experimental investigation is of equal importance. In this study, therefore, we investigate the role of timing and availability of laboratory equipment in the context of two different laboratory exercises. We use both case study and an experimental approach to investigate how laboratory materials guide the planning, context, creativity, and timing of ideas shared among students. Our data support the notion that providing students with laboratory equipment before students plan and consider different experimental approaches can constrain students' ideas and encourage tool-focused solutions to experimental design tasks. ß

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Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory

Cited by 2 publications

References 9 publications

Effectiveness of Contextualization in Science Instruction to Enhance Science Literacy in the Philippines: A Meta-Analysis

Effectiveness of Contextualization in Science Instruction to Enhance Science Literacy in the Philippines: A Meta-Analysis

Laboratory materials: Affordances or constraints?

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