Differing Contextualized Tasks in Science Education and Their Impact on Students' Situational Interest and Understanding

• In Event: 41.075 - Development of Disciplinary Knowledge and Student Academic Achievement and Persistence

Abstract

Context-based science education seems to be an appropriate way to catch students’ interest regarding scientific topics and fostering their understanding. However, there are many factors like context characteristics or task formats, which have to be considered when context-based learning environments are designed. This variety might explain the ambivalent findings regarding context-based learning in the research literature. Based on previous research a study with 614 ninth-graders of German secondary schools has been conducted. The variables context characteristic and task format were systematically varied and their effects on students’ situational interest and understanding were investigated.
First results show that the effectiveness of context-based learning tasks depends on how common a context is to students and whether it is problem-based or not.

Authors

• Sebastian Habig, University of Duisburg-Essen

• Helena van Vorst, University of Duisburg-Essen

• Elke Sumfleth, University Duisburg - Essen