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TABLE OF CONTENTS; INTRODUCTION BY THE SERIES EDITORS; 1. INTRODUCTION: Context-Based Learning Environments in Science; CONTEXT-BASED EDUCATION; Roots and History; LEARNING ENVIRONMENT RESEARCH; CONTEXT-BASED LEARNING ENVIRONMENTS; Four Models; Challenges; Teachers and Context-Based Learning Environments; ABOUT THIS BOOK; REFERENCES; SECTION I: PERCEPTIONS AND CHARACTERISTICS OF CONTEXT-BASED LEARNING ENVIRONMENTS; 2. BRINGING SCIENCE TO LIFE: Research Evidence; INTRODUCTION; WHAT ARE CONTEXT-BASED APPROACHES?; Context-Based Approaches and Science-Technology-Society Approaches
The Aims of Context-Based ApproachesAffective Aspirations for Context-Based Approaches; Behavioural Aspirations for Context-Based Approaches; Cognitive Aspirations for Context-Based Approaches; THE IMPACT OF CONTEXT-BASED APPROACHES ON STUDENTS; The Origins and Aims of Systematic Reviews; Systematic Review Methods; The Scope of the Review of the Effects of Context-Based Approaches; OVERVIEW OF REVIEW FINDINGS; THE DETAILED REVIEW; WHAT IMPACT DO CONTEXT-BASED APPROACHES HAVE ON STUDENTS' UNDERSTANDING OF SCIENCE IDEAS?; How Large Were the Changes in Understanding?
WHAT IMPACT DO CONTEXT-BASED APPROACHES HAVE ON STUDENTS' ATTITUDES TO SCIENCE?Gender Effects; Post-Compulsory Uptake of Science Subjects; ISSUES IN RESEARCH INTO THE EFFECTS OF CONTEXT-BASED APPROACHES; The Nature of the Resources; Evaluating Designs; Who Collects the Data and Why?; Standardisation of Instruments; Measuring Understanding; IMPLICATIONS FOR TEACHERS AND TEACHING; CONCLUSIONS; REFERENCES; APPENDIX 1: OVERVIEW OF THE STUDIES IN THE REVIEW; 3. PLACE-BASED LEARNING ENVIRONMENTS: Environmental Education in Teacher Education; INTRODUCTION; BACKGROUND
Environmental Education at Simon Fraser UniversityPlace-Based Education; LEARNING ENVIRONMENT RESEARCH AND ENVIRONMENTAL EDUCATION; METHOD; RESULTS; Description of the Learning Environment; PLACES QUESTIONNAIRE; DISCUSSION; Measuring and Comparing Learning Environments; Describing Learning Environments; CONCLUSION; REFERENCES; 4. SCIENCE KITS: Learning Chemistry in a Context-Oriented Learning Environment; INTRODUCTION; SCIENCE KITS AS CONTEXT-ORIENTED LEARNING ENVIRONMENTS; Inquiry-Based Tasks; Student Collaboration; Role of the Teacher; Science Kits; Exemplary Contents of Science Kits
The Aims of Context-Based ApproachesAffective Aspirations for Context-Based Approaches; Behavioural Aspirations for Context-Based Approaches; Cognitive Aspirations for Context-Based Approaches; THE IMPACT OF CONTEXT-BASED APPROACHES ON STUDENTS; The Origins and Aims of Systematic Reviews; Systematic Review Methods; The Scope of the Review of the Effects of Context-Based Approaches; OVERVIEW OF REVIEW FINDINGS; THE DETAILED REVIEW; WHAT IMPACT DO CONTEXT-BASED APPROACHES HAVE ON STUDENTS' UNDERSTANDING OF SCIENCE IDEAS?; How Large Were the Changes in Understanding?
WHAT IMPACT DO CONTEXT-BASED APPROACHES HAVE ON STUDENTS' ATTITUDES TO SCIENCE?Gender Effects; Post-Compulsory Uptake of Science Subjects; ISSUES IN RESEARCH INTO THE EFFECTS OF CONTEXT-BASED APPROACHES; The Nature of the Resources; Evaluating Designs; Who Collects the Data and Why?; Standardisation of Instruments; Measuring Understanding; IMPLICATIONS FOR TEACHERS AND TEACHING; CONCLUSIONS; REFERENCES; APPENDIX 1: OVERVIEW OF THE STUDIES IN THE REVIEW; 3. PLACE-BASED LEARNING ENVIRONMENTS: Environmental Education in Teacher Education; INTRODUCTION; BACKGROUND
Environmental Education at Simon Fraser UniversityPlace-Based Education; LEARNING ENVIRONMENT RESEARCH AND ENVIRONMENTAL EDUCATION; METHOD; RESULTS; Description of the Learning Environment; PLACES QUESTIONNAIRE; DISCUSSION; Measuring and Comparing Learning Environments; Describing Learning Environments; CONCLUSION; REFERENCES; 4. SCIENCE KITS: Learning Chemistry in a Context-Oriented Learning Environment; INTRODUCTION; SCIENCE KITS AS CONTEXT-ORIENTED LEARNING ENVIRONMENTS; Inquiry-Based Tasks; Student Collaboration; Role of the Teacher; Science Kits; Exemplary Contents of Science Kits