Cognitive and Affective Impacts of Learning Science in or With Context: A Meta-Analysis (Poster 14)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Division C - Section 1d: Science Poster Session

Abstract

Contextualization is the process of learners connecting science content knowledge with contexts in which the content is germane and it is central to many recent science education interventions. While many of these have been empirically tested, there has not been a comprehensive review to gauge whether contextualization impacts science learning outcomes. This meta-analysis of 126 outcomes from 75 studies addresses that gap. Findings show that contextualization interventions have a large effect (g=.86, p<.01) on cognitive and achievement outcomes and a small effect (g=.22, p<.05) on affective and agentic outcomes. While most intervention variables did not explain mean effect variability, two did and are discussed: level of contextualization and program length.

Authors

• Michael Giamellaro, Oregon State University

• Joseph Taylor, University of Colorado - Colorado Springs/AIR

• Amanda Morrison, Arctic LTER

• Kathryn Watson, Appalachian State University