Contextualizing Instruction: Leveraging Students' Prior Knowledge and Experiences to Foster Understanding of Middle School Science

Autor/inn/en	Rivet, Ann E.; Krajcik, Joseph S.
Titel	Contextualizing Instruction: Leveraging Students' Prior Knowledge and Experiences to Foster Understanding of Middle School Science
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 1, S.79-100 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20203
Schlagwörter	Prior Learning; Correlation; Secondary School Science; Science Instruction; Teaching Methods; Student Experience; Comprehension; Middle School Students; Context Effect; Student Projects; Student Participation; Observation; Urban Schools; Michigan + Suchen Sie Ihr Suchwort? Vorkenntnisse; Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Verstehen; Verständnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulprojekt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project-based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. (Contains 6 tables, 3 figures, and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10