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A Theoretical Framework for Contextual Science Teaching

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Abstract

The contextual approach to teaching is generally recognized as a reasonable and desirable strategy to enhance student learning in science. Using several cognitive and learning theories together with various philosophical considerations, I identify five distinct contexts that are important in engaging learners: the theoretical, practical, social, historical, and affective. Based on these five contexts, I construct a model for teaching and learning, named the Story-Driven Contextual Approach (SDCA), in which the story assumes a major role in engaging the learner affectively. The teacher introduces the SDCA to students by means of a story, encouraging students to engage actively with the five contexts. In the SDCA, students function as novice researchers and the teacher as a research director.

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  1. Department of Physics, University of Winnipeg, Winnipeg, Manitoba, CANADA, R3B 2E9

    Stephen Klassen

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Klassen, S. A Theoretical Framework for Contextual Science Teaching. Interchange 37, 31–62 (2006). https://doi.org/10.1007/s10780-006-8399-8

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