Concept Development and Transfer in Context-Based Science Education

Autor/inn/en	Gilbert, John K.; Bulte, Astrid M. W.; Pilot, Albert
Titel	Concept Development and Transfer in Context-Based Science Education
Quelle	In: International Journal of Science Education, 33 (2011) 6, S.817-837 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Transfer of Training; Concept Formation; Science Education; Instructional Design; Relevance (Education); Constructivism (Learning); Models; Concept Mapping; Scientific Concepts; Science Instruction; Teaching Methods; Learning Processes; Criteria + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Concept learning; Begriffsbildung; Naturwissenschaftliche Bildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Relevance; Relevanz; Analogiemodell; Concept Map; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	"Context-based courses" are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context-based courses that would be successful in meeting these challenges are rehearsed. It is concluded that only a model based on "context as social circumstances" would meet the four criteria for success. From this, the notion of concept development is presented based on the idea of the production of coherent mental maps. The notion of transfer is discussed in terms of how such mental maps may be useful for understanding other contexts. The definitions of concept development and transfer give a clearer view of how exemplars of existing context-based approaches may be analysed to show their degree of facilitation of worthwhile science education. Research questions to be addressed in such analyses are presented. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10