Context characteristics and their effects on students’ situational interest in chemistry

Habig, Sebastian; Blankenburg, Janet; Vorst, Helena van; Fechner, Sabine; Parchmann, Ilka; Sumfleth, Elke

doi:10.1080/09500693.2018.1470349

Cited by 63 publications

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References 41 publications

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“…In a different study, students preferred the contexts that can be accepted as original or extraordinary than the daily life contexts. (Habig et al, 2018). The same study made an interesting explanation about this preference.…”

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confidence: 77%

The Meaning and Characteristics of Context and Students’ Context Preferences in Science Education

Elmas

2020

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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This study aims to define the "context" used in designing science lessons for the context-based education approach and determining the attributes related to the use of this concept. This study is an extensive literature review. Articles associated with context-based education have been scanned from databases, and synthesis has been made over related ones. The word context is described in different ways in many fields. This study aims to eliminate this confusion in terms of science education. Studies state that the importance of context has not been emphasized enough. Also, it is intended to identify the attributes related to the use of context and to facilitate the explanation of context for the studies prepared using the context-based education approach. Besides, the criteria that affect the context preferences of the students were determined. The affective factors were more effective than cognitive factors in students" context preferences. IntroductionWhile knowledge in ancient times is one of the factors that make people wiser, it is now more critical to eliminate information and choose the correct one among the piles that we can now easily access. There are even researchers who call the current situation a data tsunami (Bukhari et al., 2018). At this point, choosing reliable information has become Bağlamın Anlamı ve Nitelikleri The Meaning and Characteristics of Context JOTCSC, Cilt 5, Sayı 1, 2020. Sayfa 53-70one of the necessary skills. It is essential to determine the context correctly and to understand the concepts related to the context precisely because the context has become a vital criterion for reaching this correct information. Context also plays a role in ensuring the retrieval of information, supports establishing meaningful relationships between existing and newly acquired knowledge and creates the effect that learning takes place for a specific purpose (Rodrigues, 2006). The Definition and Attributes of ContextThe word context is used in many different fields. Some researchers argue that it is difficult to define the context word because of this diverse usage. The meaning of context is polysemic (Van Oers, 1998; Cole, 1996). Clark and Carlson (1981 -p. 313) argue that the definition of context has turned into a conceptual garbage can from this diverse usage (Cited from Akman, 2000). This situation is not only for context concept, but different concepts such as performance, consciousness, intelligence, fear, etc. have the same situation. For this reason, they are called suitcase concepts (Minsky, 1998; Cambria et al., 2012).In the field of linguistics, Duranti and Goodwin (1992, p.34), proposed the definition as "focus event embedded in its cultural environment." Rodrigues (2001) defined the context as a socio-cultural artifact and stated that it is merely a theme created by ordinary objects and environments. Besides, Rodrigues (2001) discussed that the context can be three types and named them system contexts, socio-cultural contexts, and internalized contexts. Gilbert (2006) adapted this to c...

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confidence: 77%

The Meaning and Characteristics of Context and Students’ Context Preferences in Science Education

Elmas

2020

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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“…Distintos países han registrado intentos de incorporar propuestas de ECNC que han sido reflejadas en numerosas investigaciones (Gilbert, 2006;Caamaño, 2011;Herreras y Sanmartí, 2012;Caamaño, 2015;Aliberas, Izquierdo y Guitart, 2015;de Jong, 2015;Habig et al, 2018;Sánchez Díaz, Pérgola, Galagovsky, Di-Fuccia y Valente, 2018). Dado que el compromiso de los docentes es indispensable para implementar este tipo de innovación educativa (Stolk, de Jong, Bulte y Pilot, 2011; Vos, Taconis, Jochems y Pilot, 2011; de Jong, 2015), resulta imprescindible relevar sus opiniones para detectar condicionamientos, limitaciones y ventajas de potenciales o efectivas implementaciones (Lupión-Cobos, López-Castilla y Blanco-López, 2017).…”

Section: Marco Teórico Y Objetivosunclassified

Enseñanza en contexto: la importancia de revelar obstáculos implícitos en docentes

Pérgola

Galagovsky

2020

ensciencias

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RESUMEN • En este trabajo presentamos una investigación cuyo objetivo principal es relevar las opiniones de docentes en activo acerca de la implementación de una propuesta didáctica de enseñanza de ciencias naturales en contexto con enfoque interdisciplinario, ligada a una metodología de desarrollo de proyectos por parte de los estudiantes. La investigación da cuenta de las ventajas y limitaciones señaladas por los docentes que no aplicaron la propuesta con sus respectivos estudiantes, así como de las opiniones de aquellos que sí la implementaron en sus aulas. Estas últimas opiniones revelaron representaciones sociales arraigadas en la comunidad educativa que actuarían como obstáculos implícitos a la hora de implementar propuestas innovadoras.

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“…Genderneutralität wurde auch in den PISA Studien aufgedeckt (Fensham, 2009) und konnte von Kuhn und Müller (2014) (Habig, Blankenburg, van Vorst, Fechner, Parchmann & Sumfleth, 2018 wie "Naturstoffe im Chemieunterricht" (Sommer, Venke & Pfeifer, 2004), "Natur und Chemie" (Gröger & Sieve, 2014) oder "Chemie in biologischen Kontexten" (Kremer & Sieve, 2018). Weiterhin sind bereits eine Vielzahl an Schulexperimenten mit Naturmaterialien in Fachbüchern veröffentlicht, beispielsweise mit den Titeln "Botanische Versuche und Beobachtungen mit einfachen Mitteln" (Molisch & Dobat, 1979), "Kleine botanische Experimente" (Steinecke, Meyer & Pohl-Apel, 2007), "Chemie für alle Jahreszeiten.…”

Section: Prinzipien Von Kontextorientierungunclassified

CHEMIE PUR – Unterrichten in der Natur: Entwicklung und Evaluation eines kontextorientierten Unterrichtskonzepts im Bereich Outdoor Education zur Änderung der Einstellung zu „Chemie und Natur“

Engl¹

2020

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Advertising for consumer goods often incorporates slogans that draw a clear line between the advertised goods and "chemistry" and leverage the positive image of "nature" (Gröger, Krischer & Spitzer, 2014; Schummer, 2017). However, even if cleaning products, medicines, cosmetics or food do not contain synthetic chemicals, their desired effect is brought about by chemical ingredients. The ROSE study, for example, showed that such slogans have an impact on society (ROSE: The Relevance of Science Education). In the study, which was conducted on a subsample of 15-year-old Germans, about 65 % of the girls and 50 % of the boys considered science to have more harmful effects than benefits (Sjøberg & Schreiner, 2010). In contrast, themes presented in the context of "nature" give rise to romanticised ideas in society. The youth report "Nature" (Jugendreport Natur) called this phenomenon the "Bambi syndrome" because nature is generally regarded as harmonious and beautiful, but also as threatened and in need of help (Brämer, 2006). Overall, therefore, public opinion is shaped by an antagonistic view of "chemistry" and "nature". The layman is seldom aware that chemistry as a natural science serves to describe nature by explaining chemical substances and the changes they undergo during reactions. Chemistry takes place everywhere, especially in nature. This is exactly what makes the teaching concept "Natural Chemistry-Teaching Outdoors" (CHEMIE PUR-Unterrichten in der Natur) so relevant. The core idea of Natural Chemistry is to move selected chemistry lessons outdoors into nature. Students carry out experiments outdoors on substances collected there in order to understand environmental processes. Outdoor education in a natural learning environment, as part of the school curriculum, can foster interest in learning (Waite, Bølling & Bentsen, 2015; Becker, Lauterbach, Spengler, Dettweiler & Mees, 2017) and promote a more positive attitude towards the environment (Stern, Powell & Hill, 2014; Becker et al., 2017). In addition, contact with nature, especially when accompanied by others, and enjoying time spent in nature are essential factors that enable an individual to con

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Context characteristics and their effects on students’ situational interest in chemistry

Cited by 63 publications

References 41 publications

The Meaning and Characteristics of Context and Students’ Context Preferences in Science Education

The Meaning and Characteristics of Context and Students’ Context Preferences in Science Education

Enseñanza en contexto: la importancia de revelar obstáculos implícitos en docentes

CHEMIE PUR – Unterrichten in der Natur: Entwicklung und Evaluation eines kontextorientierten Unterrichtskonzepts im Bereich Outdoor Education zur Änderung der Einstellung zu „Chemie und Natur“

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