Mapping context-based learning environments: The construction of an instrument

Abstract

The current trend in science curricula is to adopt a context-based pedagogical approach to teaching. New study materials for this innovation are often designed by teachers working with university experts. In this article, it is proposed that teachers need to acquire corresponding teaching competences to create a context-based learning environment. These competences comprise an adequate emphasis, context establishment, concept transfer, support of student active learning, (re-)design of context-based materials, and assistance in implementation of the innovation. The implementation of context-based education would benefit from an instrument that maps these competences. The construction and validation of such an instrument (mixed-methods approach) to measure the contextbased learning environment is described in this paper. The composite instrument was tested in a pilot study among 8 teachers and 162 students who use context-based materials in their classrooms. The instrument's reliability was established and correlating data sources in the composite instrument were identified. Various aspects of validity were addressed and found to be supported by the data obtained. As expected, the instrument revealed that context-based teaching competence is more prominently visible in teachers with experience in designing context-based materials, confirming the instrument's validity.

Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia

“…To this effect, teachers can play a tremendous role in the effective implementation of CTL in the classrooms. Specifically, CTL requires teachers to demonstrate a distinct set of context-based science teaching competences such as context handling, regulating students learning, teaching emphasis, and re-designing of curriculum materials (De Putter-Smits et al, 2013). The main purpose of this study was to examine the teachers' self-perceived contextbased science teaching practices in the upper primary science classrooms using an adapted and validated CBLES scale.…”

“…Despite the fact that teachers can play a tremendous role in the effective implementations of context-based science teaching and learning, their self-perceptions on the actual practices of CTL in the science classrooms have scarcely been investigated (King, 2016;Ottevanger et al, 2016;De Putter-Smits et al, 2013;Vos et al, 2010;Walan et al, 2016;Wieringa et al, 2011). Specifically, current literature on context-based science education shows that the concern of examining teachers' self-perceived competences (context-handling, regulation, emphasis, and redesigning) in the implementation of CTL in the primary science classrooms is barely investigated (De Putter-Smits et al, 2013). Although the first three components of CTL (context-handling, regulation, emphasis) were investigated by these researchers, the practice of teachers in re-designing the science materials and instruction was not explored.…”

“…On the other hand, we know that the CTL approach is widely used in science education worldwide, but there is a lack of measurement instruments to examine teachers' self-perceived practices of this approach in science classrooms. In this regard, attempts were made to adapt and validate a Context-Based Learning Environment in Science (CBLES) instrument, which was proposed by De Putter-Smits et al (2013), to measure teachers' self-perceived practice of contextbased approach in science classrooms. Thus, it could be helpful for other researchers to understand and examine science teachers' self-reported practices of CTL in any other context.…”

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“…Bennett, Lubben, and Hogarth (2007) explained that the purpose of CBL is to help students understand the importance of studying science and to develop a positive attitude towards science. In CBL, students are taught to grow a connection with the subject they study and take responsibility for their learning (de Putter-Smits, Taconis, & Jochems, 2013). CBL also facilitates students becoming more active and autonomous in developing their knowledge (Johnson, 2002).…”

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

“…In the last stage, students reflect on their mathematical problem-solving activities and the teacher provides feedback to improve the next learning process. In short, the teacher as a facilitator guides students using metacognitive-based contextual learning to solve problems both in learning, daily life and having personal responsibility for learning (de Putter-Smits et al, 2013;Dori et al, 2018). Whereas in metacognitive instruction, students work in small groups to give reason mathematically and formulate and answer metacognitive questions (Kramarski et al, 2002;Lee & Mak, 2018).…”