Students' preferences for different contexts for learning science

Choi, Jung‐Suk; Song, Jinwoong

doi:10.1007/bf02356944

Cited by 18 publications

(22 citation statements)

References 10 publications

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“…Literature (e.g. Choi & Song, 1996;Qualter, 1993;Rodriguez, 2006;Rodrigues & Bell, 1995) suggests that localisation/contextualisation has many advantages in terms of pupil motivation and engagement and there is no suggestion in the literature, as there was by these respondents, that localisation/contextualisation should be restricted to lower classes only. However, what can also be traced here is a touch of Knamiller's (1984) 'insider consumer' view of relevance, particularly in higher classes, where too much contextualisation was perceived to produce a curriculum that was 'less academic', lower status, and did not prepare learners sufficiently for study beyond school.…”

Section: Downloaded By [Mcmaster University] At 09:17 27 December 2014mentioning

confidence: 94%

“…A considerable body of research, not just in developing countries (e.g. Choi & Song, 1996;Qualter, 1993;Rodriguez, 2006;Rodrigues & Bell, 1995), has shown significant benefit when science curricula are localised/contextualised. However, Knamiller (1984) also raises some serious questions about whose relevance should count when contextualising a science curriculum.…”

Section: Science Education In Bhutan 379mentioning

confidence: 99%

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Science Education in Bhutan: Issues and challenges

Childs

Tenzin

Johnson

et al. 2012

International Journal of Science Education

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Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority including international debates about scientific literacy and the changing time and needs of Bhutanese society and its students. This article reports on the findings of a study to investigate the present status and challenges of the current science curriculum from interviews with teachers, students, and other key stakeholders such as higher education lecturers and employers. The study also draws on observations of science classes and key curriculum documents. This study was conducted as a prelude to the major science curriculum reform prioritised in the government's 10th Five Year Plan (2008)(2009)(2010)(2011)(2012) in order to provide a research informed perspective for science curriculum development. The findings from the research are reported here and show a number of positive issues in science education including good student motivation in lower classes. Challenges are identified including issues of teacher development, resourcing, and fragmentation and discontinuity in the current curriculum. These issues and challenges are discussed in the light of literature on science education in developing countries.

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Section: Downloaded By [Mcmaster University] At 09:17 27 December 2014mentioning

confidence: 94%

Section: Science Education In Bhutan 379mentioning

confidence: 99%

Science Education in Bhutan: Issues and challenges

Childs

Tenzin

Johnson

et al. 2012

International Journal of Science Education

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show abstract

“…First, the novelty of the setting for the CBEP, both physical and internal, that matches the preferred settings of students to learn (Choi & Song, 1996) could have helped the students learn more and remember more about the learning experience. Second, the alignment of the contents of the CBEPs with the primary school science syllabus could have prepared most of the participants, in terms of providing the necessary foundation knowledge needed to assimilate the concepts presented in CBEPs.…”

Section: Discussionmentioning

confidence: 98%

Augmenting Learning in an Out-of-school Context: The Cognitive and Affective Impact of Two Cryogenics-based Enrichment Programmes on Upper Primary Students

Caleon

Subramaniam

2007

Res Sci Educ

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Concepts learned in the classroom were reinforced and augmented by presenting them in a different context using cryogenics-based enrichment programmes (CBEPs) held in an out-of-school setting. The effectiveness of two CBEPs, which involve the use of liquid nitrogen and liquid oxygen, was explored. Using a sample of 265 upper primary students, it was found that both enrichment programmes were effective in promoting the learning of science concepts. Fair improvements, albeit only transient, in two attitude constructs, enjoyment of science and career preference, due to either CBEPs were detected. The CBEPs did not have any significant impact on the attitude construct relating to students' views on the social implications of science. The impact of CBEPs showed signs of retention, specifically in the cognitive realm, and reasonable indications of influencing subsequent learning and activities of students.

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“…This was considered important because differences in terms of the context of problems might affect pupils' performances and interests considerably (for example, see Choi & Song, 1995;Gomez, Pozo, & Sanz, 1995;Preece & Janvier, 1993;Song & Black, 1991Song & Choi, 1994). For instance, a problem in which a ball falls from the top of a post on the cart which is moving straight with constant speed (e.g., Eckstein & Shemesh, 1989) is not the same as the problem of a falling stone released from the mast of a moving ship which Galileo considered with his relativity.…”

Section: Methodsmentioning

confidence: 99%

Exploring the parallelism between change in students' conceptions and historical change in the concept of inertia

Song

Cho

Chung

1997

Research in Science Education

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This study investigates students' conceptions of inertia and compares these conceptions with historical change in the concept. A total of 736 students from four different age groups (i.e., age 11,13,15 and 17) participated in the survey. Questions in the questionnaire represent problems related to the concept of inertia which have been argued by past scientists such as Aristotle, Buridan, Galileo, and Newton. The questionnaire contained three questions, each concerned with one of the following applications of inertia: natural motion, the motion of a flying spear, and the falling motion of a stone on a moving ship. The results of the survey showed that there were considerable similarities as well as dissimilarities between students' conceptions and the views of past scientists. It is suggested that this kind of comparison studies would give useful background information on change in students' conceptions.

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Students' preferences for different contexts for learning science

Cited by 18 publications

References 10 publications

Science Education in Bhutan: Issues and challenges

Science Education in Bhutan: Issues and challenges

Augmenting Learning in an Out-of-school Context: The Cognitive and Affective Impact of Two Cryogenics-based Enrichment Programmes on Upper Primary Students

Exploring the parallelism between change in students' conceptions and historical change in the concept of inertia

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