Citations (73)
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İsa Deveci & İbrahim Karteri. (2022) Context-Based Learning Supported by Environmental Measurement Devices in Science Teacher Education: A Mixed Method Research. Journal of Biological Education 56:5, pages 487-512.
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Lesley G.A. de Putter - Smits, Nienke M Nieveen, Ruurd Taconis & Wim Jochems. (2022) A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Professional Development in Education 48:3, pages 523-539.
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Gebeyaw Teshager, Alemayehu Bishaw & Asrat Dagnew. (2021) Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia. Cogent Education 8:1.
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Yehudit Judy Dori, Shirly Avargil, Zehavit Kohen & Liora Saar. (2018) Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education 40:10, pages 1198-1220.
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Michelle Overman, Jan D. Vermunt, Paulien C. Meijer, Astrid M.W. Bulte & Mieke Brekelmans. (2014) Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education 36:11, pages 1871-1901.
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Michelle Overman, Jan
D. Vermunt, Paulien
C. Meijer, Astrid
M.W. Bulte & Mieke Brekelmans. (2013) Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective. International Journal of Science Education 35:17, pages 2954-2978.
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Jennifer
Lynne Eastwood, Troy
D. Sadler, Dana
L. Zeidler, Anna Lewis, Leila Amiri & Scott Applebaum. (2012) Contextualizing Nature of Science Instruction in Socioscientific Issues. International Journal of Science Education 34:15, pages 2289-2315.
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Nienke Wieringa, FredJ. J. M. Janssen & JanH. Van Driel. (2011) Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of rules-of-thumb. International Journal of Science Education 33:17, pages 2437-2462.
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Doris Elster. (2010) Learning Communities in Teacher Education: The impact of e‐competence. International Journal of Science Education 32:16, pages 2185-2216.
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TroyD. Sadler. (2009) Situated learning in science education: socio‐scientific issues as contexts for practice. Studies in Science Education 45:1, pages 1-42.
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Fred Lubben. (2009) Science education research feeding into policy and practice in South Africa: The strengths of narrative and systematic reviews. African Journal of Research in Mathematics, Science and Technology Education 13:sup1, pages 137-147.
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Edvin Østergaard, Bo Dahlin & Aksel Hugo. (2008) Doing phenomenology in science education: a research review. Studies in Science Education 44:2, pages 93-121.
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Sandra Nutley, Tobias Jung & Isabel Walter. (2008) The many forms of research‐informed practice: a framework for mapping diversity. Cambridge Journal of Education 38:1, pages 53-71.
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Ilka Parchmann, Cornelia Gräsel, Anja Baer, Peter Nentwig, Reinhard Demuth & Bernd Ralle$suffix/text()$suffix/text(). (2006) “Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach. International Journal of Science Education 28:9, pages 1041-1062.
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Judith Bennett & Fred Lubben. (2006) Context‐based Chemistry: The Salters approach. International Journal of Science Education 28:9, pages 999-1015.
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Articles from other publishers (58)
Yılmaz PERÇİN, Zeynep SAĞMAK PERÇİN, Metin ÜNAL, Ayşe ÖZPEK UZUN, Hüseyin KESKİN, Mehmet Emin ÖNEN, Turgut KÖRDÖL, Aysel YILMAZYILDIZ & Teslime ATEŞMEN. (2023) Language Education Through Digital Storytelling: A Systematic Compilation StudyLanguage Education Through Digital Storytelling: A Systematic Compilation Study. Turkish Journal of Educational Studies 10:3, pages 331-342.
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Muammer Çalik, Neslihan Ültay, Hasan Bağ & Alipaşa Ayas. (2023)
Effectiveness of particulate nature of matter (PNM)-based intervention studies in improving academic performance: a
meta
-analysis study
. Chemistry Education Research and Practice 24:3, pages 938-955.
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Sema ALTUN YALÇIN & Paşa YALÇIN. (2023) The Effect of Using the Context-based Learning on Associating Subjects with Real-life Levels of the Pre-service Science TeachersFizik Öğretiminde Yaşam Temelli Öğrenme Kullanımının Fen Bilgisi Öğretmen Adaylarının Konuları Gerçek Yaşamla İlişkilendirme Düzeylerine Etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi 25:2, pages 340-350.
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Zubair Ahmad, Mohammad Ammar, Abdellatif Sellami & Noora J. Al-Thani. (2023) Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis. Journal of Chemical Education 100:5, pages 1796-1810.
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Kent J. Crippen, Lorelie Imperial, Charlotte A. Bolch & Corey A. Payne. (2022) Undergraduate Engineering Students’ Subjective Task Value Beliefs for Modeling Problems in Chemistry. International Journal of Science and Mathematics Education 21:4, pages 1103-1125.
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Isabel María Cruz-Lorite, Daniel Cebrián-Robles, María del Carmen Acebal-Expósito & Maria Evagorou. (2023) Analysis of the Informal Reasoning Modes of Preservice Primary Teachers When Arguing about a Socio-Scientific Issue on Nuclear Power during a Role Play. Sustainability 15:5, pages 4291.
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Wuleta Ketema Abebe, Habtamu Wodaj Tafari & Solomon Belay Faris. (2023) Effects of context-based approaches on high school students’ epistemological beliefs. Interdisciplinary Journal of Environmental and Science Education 19:1, pages e2301.
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Rebecca E. Gibbons, Jessica J. Reed, Shalini Srinivasan, Kristen L. Murphy & Jeffrey R. Raker. (2022) Assessment Tools in Context: Results from a National Survey of Postsecondary Chemistry Faculty. Journal of Chemical Education 99:8, pages 2843-2852.
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Aziz Ilhan & M. Faysal Akin. (2022) Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers. International Electronic Journal of Mathematics Education 17:1, pages em0666.
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Simone Abels & Lisa Stinken-Rösner. 2022. Schulische Inklusion als Phänomen – Phänomene schulischer Inklusion. Schulische Inklusion als Phänomen – Phänomene schulischer Inklusion
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Yusuke ENDO. (2021) Characteristics of “Context” Setting in Competency-Oriented Chemistry Educationコンピテンシー指向の化学教育における「文脈」設定の特質. Journal of Research in Science Education 62:1, pages 49-60.
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Fethiye Karsli Baydere. (2021) Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature. Chemistry Education Research and Practice 22:3, pages 640-652.
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Antuni Wiyarsi & Muhd Ibrahim Muhamad Damanhuri. (2021) Pre-Service Chemistry Teacher Ability in Constructing Content Representation on Electrochemistry Based Context. Tamansiswa International Journal in Education and Science 2:2, pages 5-10.
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İbrahim Halil KELEŞ & Hülya DEDE. (2020) REACT STRATEJİSİYLE “SAF MADDELER, KARIŞIMLAR VE KARIŞIMLARIN AYRILMASI” KONULARININ ÖĞRETİMİTEACHING “PURE SUBSTANCES, MIXTURES AND SEPARATION OF MIXTURES” TOPICS WITH REACT STRATEGY. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 20:4, pages 1657-1675.
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Ismet, Darmawijayo, N Aisyah, E Nawawi, M Yusup & Meilinda. (2020) How to support pre-service teachers’ conceptual understanding using hyperthermia as STEM context: a case study in sciences education department Universitas Sriwijaya. Journal of Physics: Conference Series 1480:1, pages 012072.
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Krissi M. Hewitt, Jana Bouwma-Gearhart, Heather Kitada, Robert Mason & Lori J. Kayes. (2019) Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation. CBE—Life Sciences Education 18:3, pages ar30.
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Michelle Overman, Jan D. Vermunt, Paulien C. Meijer & Mieke Brekelmans. (2018) Teacher–student negotiations during context‐based chemistry reform: A case study. Journal of Research in Science Teaching 56:6, pages 797-820.
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J. O’Donoghue. (2019) Simplified Low-Cost Colorimetry for Education and Public Engagement. Journal of Chemical Education 96:6, pages 1136-1142.
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Mustafa Şahin Bülbül, Rıdvan Elmas & Ali Eryılmaz. (2019) Fizik ve Kimya Disiplinleri için İlgi Çekici Olan Bağlamların Bağlam Disiplin İlişkisi Kapsamında BelirlenmesiDetermining The Appealing Contexts for Physics and Chemistry Regarding The Context Discipline Relationship. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi:50, pages 451-479.
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Helena van Vorst, Sabine Fechner & Elke Sumfleth. (2018) Unterscheidung von Kontexten für den ChemieunterrichtDifferentiating Contexts for Chemistry Education. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 167-181.
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Sebastian Habig, Helena van Vorst & Elke Sumfleth. (2018) Merkmale kontextualisierter Lernaufgaben und ihre Wirkung auf das situationale Interesse und die Lernleistung von Schülerinnen und SchülernCharacteristics of Contextualized Learning Materials and Their Influence on Students’ Situational Interest and Learning Performance. Zeitschrift für Didaktik der Naturwissenschaften 24:1, pages 99-114.
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Sohair Sakhnini & Ron Blonder. (2018) Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum. Nanotechnology Reviews 7:5, pages 373-391.
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Marco Beeken & Michael Budke. (2018) “PubScience—The Long Night of Experiments”: Students Present Chemical Experiments in Dining Facilities. Journal of Chemical Education 95:8, pages 1323-1330.
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Jingoo Kang & Tuula Keinonen. (2017) The Effect of Student-Centered Approaches on Students’ Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches. Research in Science Education 48:4, pages 865-885.
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