Primary Contextualization of Science Learning through Immersion in Content-Rich Settings

Autor/in	Giamellaro, Michael
Titel	Primary Contextualization of Science Learning through Immersion in Content-Rich Settings
Quelle	In: International Journal of Science Education, 36 (2014) 17, S.2848-2871 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.937787
Schlagwörter	Secondary School Science; Science Education; Ecology; Immersion Programs; High School Students; Educational Environment; Context Effect; Experiential Learning; Scientific Concepts; Pretests Posttests; Learning Processes; Statistical Analysis; Case Studies; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ökologie; Immersionsprogramm; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Statistische Analyse; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	This paper reports on a study of primary contextualization processes during science immersion trips and the resultant student learning. Four High School Ecology classes (n?=?67) and teachers participated. Through a pre-/post-assessment of science concept knowledge (Pathfinder Network Modeling) and follow-up interviews with students, it was determined that (1) significant learning was associated with these immersion experiences, though overcontextualization was problematic for some, (2) there was a positive interaction between degree of contextualization (primary vs. secondary) and degree of learning, and (3) key primary contextualization processes included the situating of knowledge in time and place as well as the collection of personalized visual or embodied evidence for science concepts. The study contributes to our understanding of contextualization in the learning process and has the potential to inform field, classroom, and virtual learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10