Primary Contextualization of Science Learning Through Immersion in Content-Rich Settings Public Deposited

http://ir.library.oregonstate.edu/concern/articles/rr172285d

This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at:  http://www.tandfonline.com/toc/tsed20/current#.VMlqvGMyznc

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  • This paper reports on a study of primary contextualization processes during science immersion trips and the resultant student learning. Four High School Ecology classes (n=67) and teachers participated. Through a pre/post assessment of science concept knowledge (Pathfinder Network Modeling) and follow-up interviews with students, it was determined that (1) significant learning was associated with these immersion experiences, though overcontextualization was problematic for some, (2) there was a positive interaction between degree of contextualization (primary vs. secondary) and degree of learning, and (3) key primary contextualization processes included the situating of knowledge in time and place as well as the collection of personalized visual or embodied evidence for science concepts. The study contributes to our understanding of contextualization in the learning process and has the potential to inform field, classroom, and virtual learning environments.
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  • Giamellaro, M. (2014). Primary Contextualization of Science Learning through Immersion in Content-Rich Settings. International Journal of Science Education, 36(17), 2848-2871. doi:10.1080/09500693.2014.937787
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