Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science
dc.contributor.author | Rivet, Ann E. | en_US |
dc.contributor.author | Krajcik, Joseph S. | en_US |
dc.date.accessioned | 2008-01-04T20:06:47Z | |
dc.date.available | 2009-01-07T20:01:17Z | en_US |
dc.date.issued | 2008-01 | en_US |
dc.identifier.citation | Rivet, Ann E.; Krajcik, Joseph S. (2008). "Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science." Journal of Research in Science Teaching 45(1): 79-100. <http://hdl.handle.net/2027.42/57510> | en_US |
dc.identifier.issn | 0022-4308 | en_US |
dc.identifier.issn | 1098-2736 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/57510 | |
dc.description.abstract | Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project-based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 79–100, 2008 | en_US |
dc.format.extent | 202167 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Wiley Subscription Services, Inc., A Wiley Company | en_US |
dc.subject.other | Education | en_US |
dc.title | Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Management | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbsecondlevel | Women's and Gender Studies | en_US |
dc.subject.hlbsecondlevel | Economics | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.subject.hlbtoplevel | Business | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.subject.hlbtoplevel | Humanities | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education, University of Michigan, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationother | Teachers College, Columbia University, Box 210, 525 West 120th Street, New York, New York 10027 ; Teachers College, Columbia University, Box 210, 525 West 120th Street, New York, New York 10027. | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/57510/1/20203_ftp.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1002/tea.20203 | en_US |
dc.identifier.source | Journal of Research in Science Teaching | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.