Journal of The Korean Association For Science Education (한국과학교육학회지)
- Volume 16 Issue 4
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- Pages.441-450
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- 1996
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- 1226-5187(pISSN)
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- 2288-8489(eISSN)
The Nature of 'Contexts' Involved in Science Learning and Instruction
과학 교수학습에 관련된 '맥락'의 성격
Abstract
Various contexts are involved in the processes of science learning and instruction. In the perspective that the results of science learning and instruction usually depend on the nature of learning task content and context, content effects or context effects have been researched up to now. But, the discrimination between them was very ambiguous. For the clarity of them, it was supposed that science content would be composed of decontextualized knowledges and contexts, which were respectively dichotomized in common and special ones among disciplines of science. Science learning and instruction was discussed in view of interactions between cognitive, learning task, and social-cultural contexts. Especially, it was emphasized that task contexts, as a bridging role among contexts should be constructed considering cognitive and social cultural contexts.
Keywords