ABSTRACT

Context-based learning has become increasingly influential in science education over the last 40 years. However, it is still unclear which types of contexts foster students’ interests and learning achievements and are appropriate for science classes. While contexts are usually selected by teachers or curriculum developers, this study focusses on the students’ perspective. The central aim of this research project is to analyse which context students choose for their science learning and why they choose a specific context. Therefore, a questionnaire study has been conducted in German grammar schools. The data analysis illustrates that students choose significantly different contexts depending on their individual variables like gender or individual interest in the subject. Additionally, it is possible to identify different reasons for selecting a specific context in chemistry. When comparing students’ individual variables, significant relations between students’ individual interest as well as their last grades in chemistry and their motives for choosing a context can be found. A cluster analysis has produced three clusters for describing students’ explanation patterns for selecting a context. Overall, the results of this study allow first conclusions about the question which types of contexts ought to be implemented in science classes for specific groups of students.

摘要

在过去的 40 年里，基于情境的学习在科学教育中的影响力越来越大。然而，目前尚不清楚哪种类型的环境能培养学生的兴趣和学习成果，适合科学课。虽然上下文通常由教师或课程开发人员选择，但本研究侧重于学生的观点。该研究项目的中心目标是分析学生为科学学习选择的环境以及他们选择特定环境的原因。因此，在德语文法学校进行了问卷调查。数据分析表明，学生根据他们的个人变量（如性别或个人对学科的兴趣）选择明显不同的上下文。此外，可以确定在化学中选择特定背景的不同原因。在比较学生的个体变量时，可以发现学生的个人兴趣以及他们在化学方面的最后成绩与他们选择环境的动机之间的显着关系。聚类分析产生了三个聚类，用于描述学生选择上下文的解释模式。总体而言，这项研究的结果允许首先得出关于应该在科学课程中为特定学生群体实施哪些类型的背景的问题的结论。聚类分析产生了三个聚类，用于描述学生选择上下文的解释模式。总体而言，这项研究的结果允许首先得出关于应该在科学课程中为特定学生群体实施哪些类型的背景的问题的结论。聚类分析产生了三个聚类，用于描述学生选择上下文的解释模式。总体而言，这项研究的结果允许首先得出关于应该在科学课程中为特定学生群体实施哪些类型的背景的问题的结论。