Learning science through contexts: helping pupils make sense of everyday situations

By B. Campbell, F. Lubben. 2000

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9cd40cc647dccc6e34084393249b2e41f5e4fa10

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Neslihan Ültay
2. Muammer Çalık
3. B. Coştu
4. Marilyn Fleer

In Education

1. Neslihan Ültay
2. Muammer Çalık
3. B. Coştu
4. Marilyn Fleer

Citations in the corpus

• Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “A focus on “context” has also featured in the science education research literature (see Campbell et al. 2000 ), but the theoretical orientation drawn upon is quite diverse (e.g.”
• A Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula (2012, background): “More guidance material should be made available to clarify the approach to teachers (Campbell and Lubben 2000; King 2007; King et al. 2008; Parchmann et al. 2006; Schwartz 2006).”
• Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. (2008, background): “Firstly, as argued by Campbell & Lubben (2000), everyday-life experiences are a way to make science meaningful to students.”