Abstract
In this final chapter we reflect on the papers presented in this book. As such, the different contributions provide a range and variety in Context-Based Learning Environments in Science (CBLES) and associated teaching strategies, as well as an outlook on how to assist and stimulate teachers to develop themselves for creating such environments. How to value and understand these different types of CBLES?
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- Science Education
- Learning Environment
- Activity Theory
- Professional Development Programme
- Learning Function
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Aikenhead, G. (2007, May). Expanding the research agenda for scientific literacy. In C. Linder, L. Östman, & P. O. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction, Proceedings of the Linnaeus Tercentenary Symposium at Uppsala University, Uppsala, Sweden. Uppsala, Sweden: Geotryckeriet.
Bakker, A., & Derry, J. (2011). Lessons from inferentialism for statistics education. Mathematical Thinking and Learning, 13, 15–26.
Brandom, R. B. (1994). Making it explicit. Cambridge, MA: Harvard University Press.
Brandom, R. B. (2000). Articulating reasons: An introduction to inferentialism. Cambridge, MA: Harvard University Press.
Bulte, A. M. W., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063–1086.
Bulte, A. M. W., & Seller, F. (2010) Making an innovation grow, on the shared learning within and between communities. In C. Linder, L. Ostman, D. A. Roberts, P. O. Wickman, G. Ericksen, & A. Mackinnon (Eds.), Exploring the landscape of scientific literacy. Oxford: Routledge.
Coenders, F., Terlouw, C., Dijkstra, S., & Pieters, J. (2010). The effects of the design and development of a chemistry curriculum reform on teachers’ professional growth: A case study. Journal of Science Teacher Education, 21(5), 535–557.
De Kock, A., Sleegers, P., & Voeten, M. J. M. (2004). New learning and the classification of learning environments in secondary education. Review of Educational Research, 74(2), 141–170.
Dolfing, R. (2013). Teachers’ professional development in context-based chemistry education, strategies to support teachers in developing domain-specific expertise (Doctoral dissertation). Utrecht University, Utrecht.
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston, MA: Allyn & Bacon.
Duranti, A., & Goodwin, C. (Eds.). (1992). Rethinking context: Language as an interactive phenomenon. Cambridge, UK: Cambridge University Press.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-konsultit.
Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976.
Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33(6), 817–837.
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist earning environments. Educational Technology Research and Design, 47(1), 61–79.
Klaassen, C. W. J. M. (1995). A problem-posing approach to teaching the topic of radioactivity (Doctoral dissertation). Utrecht University, CD Bèta, Utrecht, The Netherlands.
Land, S. M., & Hannafin, M. J. (2000). Student centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 1–23). Mahwah, NJ: Lawrence Erlbaum.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Layton, D. (1993). Technology’s challenge to science education. Buckingham, UK: Open University Press.
Leontev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice-Hall, Inc.
National Science Foundation. (1983). Educating Americans for the twenty first century, Report of the National Science Board on Pre-College Education in Mathematics, Science and Technology. Washington, DC: National Science Foundation.
Prins, G. T., Bulte, A. M. W., & Pilot, A. (2016). An activity-based instructional framework for transforming authentic modelling practices into meaningful contexts for learning in science education. Science Education. doi:10.1002/sce.21247
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). New York, NY: Routledge.
Roth, W. -M. (1996). Where is the context in contextual word problems? Mathematical practices and products in Grade 8 students’ answers to story problems. Cognition and Instruction, 14, 487–527.
Shepard, L. A. (2001). The role of classroom assessment in teaching and learning. In V. Richardson (Ed.), Handbook of research on teaching (pp. 1066–1101). Washington, DC: American Education Research Association.
Simons, P. R. J. (2000). Towards a constructivistic theory of self-directed learning. In G. A. Straka (Ed.), Conceptions of self-directed learning: Theoretical and conceptional considerations (pp. 155–169). Münster, Germany: Waxmann.
Simons, P. R. J., Van der Linden, J., & Duffy, T. (Eds.). (2000). New learning. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635–1651.
Van Oers, B. (1998). From context to decontextualizing. Learning and Instruction, 8(6), 473–488.
Van Hout-Wolters, B. (2000). Assessing active self-directed learning. In R. J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning (pp. 21–36). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1998). The collected works of L. S. Vygotsky, Volume 5, child psychology (R. W. Reiber, Ed.). New York, NY: Plenum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Pilot, A., Taconis, R., Brok, P.D. (2016). Concluding Reflections on Context-Based Learning Environments in Science. In: Taconis, R., Brok, P.d., Pilot, A. (eds) Teachers Creating Context-Based Learning Environments in Science. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-684-2_13
Download citation
DOI: https://doi.org/10.1007/978-94-6300-684-2_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-684-2
eBook Packages: EducationEducation (R0)