Abstract
There has been significant attention on context-based learning in science education in recent times, challenging conventional paradigms and fostering more inclusive and authentic learning experiences. However, research has shown that there are no simplified definitions of context, and without proper articulation, context becomes anything and everything. Evidence of what context is in science education has been analyzed, but not all contexts are useful for all complex science ideas and settings. Therefore, by performing a systematic literature review of empirical studies with an abstract search from three databases (Eric, Education Source and APA PsycInfo) with the filter "Context-based" and “secondary school or high school or secondary education or junior high or middle school”, a total of 284 studies were found. These studies were screened for empirical and science education research to synthesize evidence of how context is used to deconstruct traditional paradigms in secondary science education. From an initial analysis, this article identifies emergent contributions to context-based science education including context-continuum learning design, student’s meaning-making of concepts in context, and the “frame of context” articulated for specific science concepts. This review draws the connection between context articulation and fostering deeper connections between students' learning and the real world that would enhance student engagement and authentic science learning. This study makes a case for the relevant context that diffuses complex science concepts for learners. The practical implications offer insights into the frame of context that can be explored for specific complex concepts in science education.
Author Information
Micheal Obakhavbaye, Simon Fraser University, Canada
Paper Information
Conference: BCE2024
Stream: Learning Experiences
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Obakhavbaye M. (2025) Deconstructing Complex Abstraction Through Context in Science Education: Comprehensive Review on Research Development, Approaches, and Articulation ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 487-509) https://doi.org/10.22492/issn.2435-9467.2024.44
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.44
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