Learning science through contexts: Helping pupils make sense of everyday situations

International Journal of Science Education

Volumn 22, Issue 3, 2000, Pages 239-252

  Campbell, Bob ^a   Lubben, Fred ^a   Dlamini, Zelda ^b  

^a UNIVERSITY OF YORK   (United Kingdom)

^b St John Bosco High School   (Swaziland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1342327267     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/095006900289859     Document Type: Article

References (13)

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2. DLAMINI, B., LUBBEN, F. and CAMPBELL, B. (1996) Liked and disliked learning activities: responses of Swazi students to science materials with a technological approach. Research in Science and Technological Education, 14, 2, 221-235.
3. DRIVER, R., ASOKO, H., LEACH, J., MORTIMER, E. and SCOTT, P. (1994) Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.
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10. RAMSDEN, J. (1992) If it’s enjoyable, is it science? School Science Review, 73 (265), 65-71.
11. RAMSDEN, J. M. (1997) How does a contextualised approach influence understanding of key chemical ideas at 16+. International Journal of Science Education, 19 (6), 697-710.
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