Learning Contexts in Science Education: Perspectives From Secondary School Students

• In Event: Unpacking Sense-Making and Achievement in Science Learning Environments

Abstract

Articulation of learning contexts in educational research ranges from national and institutional structures to socioeconomic background and prior knowledge of students thereby making the use of the construct challenging. More importantly, there are few, if any, studies that determined learning context from the perspectives of students. In this study, we developed a survey with both close-ended and open-ended questions and collected data from 418 secondary school students with the goal of determining constitutive elements of learning context for science learning and teaching. Our preliminary analysis determined four factors: agency and discourse, inquiry and processes, everyday life and community engagement, and flexibility. Participants’ qualitative responses also corroborated quantitative findings. Results can be useful for designing contextualized learning environments.

Authors

• Dawit Asrat Getahun, Bahir Dar University
  Presenting Author

• Engida Hailye Gebre, Simon Fraser University
  Presenting Author

• Henos Ejigu, Bahir Dar University
  Non-Presenting Author

• Getahun Tadesse, Bahir Dar University
  Non-Presenting Author