The Application of Context-Based Teaching in the Realization of the Program Content “The Decline of Pollinators”
Abstract
This paper analyzes the efficiency of context-based teaching in the realization of the program content: "The Decline of Pollinators." The aim of context-based biology teaching is to connect biology contents with everyday life. The application of knowledge in everyday situations is encouraged so as to develop the skills that deepen one’s knowledge and make it less abstract.
The task of the experimental study was to evaluate the effectiveness of the application of context-based teaching vs. conventional expository teaching in the implementation of the teaching content. In order to accomplish the tasks of this paper, a model of a pedagogical experiment with parallel groups [experimental (E) and control (C)] was applied. The teaching content „The Decline of Pollinators" was presented to Group E by using a text based on newspaper articles and the real-life context provided by those articles. In Group C, the same content was presented through conventional expository instruction, which is the traditional lecturing model. The results showed a statistically significant difference between the experimental and control groups in the number of points scored in the post-test evaluation of knowledge. The difference was observed based on individual ranks and a test as a whole, in favour of the experimental group. In terms of the quantity and quality of knowledge acquired by the students in the tested teaching field, the experimental didactic model of context-based teaching proved to be more effective.
References
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Willmer, P. (2012). Ecology: pollinator–plant synchrony tested by climate change. Current Biology, 22(4), R131-R132.
Avargil, S., Herscovitz, O. & Dori J. Y. (2011). Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge, Journal Science Education Technolgy, 21(2), 207–225.
Bennett, J. (2005). Bringing science to life: The research evidence on teaching science in context. University of York, Department of Educational Studies.
Bennett, J., Lubbe, F. & Hogarth, S. (2007). Bringing science to life: a synthesis of the research evidence on the effects of context-based and STS approaches to science teaching, Sciеnce Eduction 91(3), 347–370.
Bennett, Ј. & Lubben, F. (2007). Context-based chemistry: the Salters approach, International Journal of Science Education, 28 (09), 999-1015.
Chamany, K., Allen, D., & Tanner, K. (2008). Making biology learning relevant to students: integrating people, history, and context into college biology teaching. CBE-Life Sciences Education, 7(3), 267-278.
De Jong, O. (2008). Context-based chemical education: How to improve it. Chemical Education International, 8(1), 1-7.
Fullan, M. (2002). The change leader. Eduction Leadership 59:16–20.
Grant, E., Gardner, M., Jones, G. & Ferzli, M. (2009). Popular Media in the Biology Classroom: Viewing Popular Science Sceptically. The American Biology Teacher, 71(6), 332-335.
Guo, Y., Shen, J., Ye, X., Chen, H. & Jiang, A. (2013). The design and testing of a caring teaching model based on the theoretical framework of caring in the Chinese Context: A mixed-method study. Nurse Education Today, 33 (8), 912–918.
Hammann, M., Jördens, J. & Tyrrell, S. (2010). Situational interest in evolutionary topics, contexts and activities. ERIDOB. Book of abstracts, p 58.
Holbrook, Ј. (2014). A context-based approach to science teaching. Journal of Baltic Science Education. 13 (2), 1648–3898.
Holland, J. M., Smith, B. M., Storkey, J., Lutman, P. J., & Aebischer, N. J. (2015). Managing habitats on English farmland for insect pollinator conservation. Biological Conservation, 182, 215-222.
Goulson, D. (2012). Decline of bees forces China’s apple farmers to pollinate by hand. Chinadialoge online. Downloads: 20. may. 2015. https://www.chinadialogue.net/article/show/single/en/5193-Decline-of-bees-forces-China-s-apple-farmers-to-pollinate-by-hand
Kamp, M. J. A. & Sminia, H. (2010). Context based education in the zoo. ERIDOB. Book of apstracts, p122.
Кillerman, W. (1998). Research into biology teaching methods, Jurnal of Biological Education, 33(1), 4-9.
Klein, A. M., Vaissiere, B. E., Cane, J. H., Steffan-Dewenter, I., Cunningham, S. A., Kremen, C., & Tscharntke, T. (2007). Importance of pollinators in changing landscapes for world crops. Proceedings of the Royal Society of London B: Biological Sciences, 274 (1608), 303-313.
Kuhn, J. & Müller, A. (2014). Context-based science education by newspaper story problems: A study on motivation and learning effects. Perspectives in Science, 2(1), 5-21.
Kukliansky, I. & Eshach, H. (2014). Evaluating a Contextual-Based Course on Data Analysis for the Physics Laboratory. Journal Science Education Technology. 23(1), 108–115. doi:10.1007/s10956-013-9456-6
Lu, N. T., Cowie, B. & Jones, A. (2010). Senior High School Student Biology Learning in Interactive Teaching. Reserche Science Education. 40(29, 267–289. doi:10.1007/s11165-008-91078
Lye, H., Fry, M. & Hart, C. (2001). What does it mean to teach physics “in context”? Australian science teachers journal 48 (1), 16-22.
McClune, B. & Jarman, R., (2010). Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework. Intrnational Journal Science Education. 32(6),727–752.
Parchmann, I. & Luecken, M. (2010). Context-based Learning for Students and Teachers: Professional development by participating in school innovation projects. In Leibniz Institute for Science and Mathematics Education (IPN), Kiel Paper presented at the International Seminar, Professional Reflections, National Science Learning Centre, York.
Pilot, A. & Bulte, M. W. A. (2007). Editorial: Why do you ‘need-to-know’: Context-Based Education. International Journal of Science Education, 28(9), 953-955.
Pilot, A. & Bulte M. W. A., (2006). The Use of “Contexts” as a Challenge for the Chemistry Curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087–1112.
Potts, S. G., Biesmeijer, J. C., Kremen, C., Neumann, P., Schweiger, O., & Kunin, W. E. (2010). Global pollinator declines: trends, impacts and drivers. Trends in ecology & evolution, 25(6), 345-353.
Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19(6), 697 – 710.
Seddon, J. (2008). Vets and videos: student learning from context-based assessment in a pre-clinical science course. Assessment & Evaluation in Higher Education, 33(5), 559–566.
Stanisavljević, J. & Djurić, D. (2010). Analysis of the efficiency of problem teaching biology in the implementation of environmental programs, in elementary school. [in Serbian] Innovations in teaching-magazine for contemporary a lecturer, 23(1), 104-110.
Stanisavljević, J., & Đurić, D. (2011). Effects of the exemplary teaching biology. [in Serbian] Innovations in magazine for modern teaching, 24(4), 67-75.
Stanisavljević, Ј. (2011). Comparative review of the efficiency of teaching model for general implementation of environmental and biological programming. [in Serbian]. University in Belgrade, Faculty of biology.
StatSoft, Inc. Statistica 6 (data analysis software system), 2001. [The software is available at http:/www.statsoft.com]
Student (Gosset, W.S.) (1908): The probable error of mean, Biometrika, 6, 1-25.
Taasoobshirazi, G. & Carr, M. (2008). A review and critique of context based physics instruction and assessment. Educational Research Review 3(2), 155–167.
Taber, S. K. (2013). Ken Springer: Educational Reserche: A contextual Approach. Science & Education, 22(5), 1267-1279. doi:10.1007/s 11191-011-9420x
Tsaparlis, G., Hartzavalos, S. & Nakibog˘lu, C. (2013). Students’ Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles. Science & Eduction, 22(8), 1963–1991. doi:10.1007/s11191-013-9578-5
Ültay, N. & Çalıka, M. (2012). Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula. Journal Science Education Technolgy. 21(6), 686–701. doi:10.1007/s10956-011-9357-5
Vos, A. J. M., Taconis, R., Jochems, M. G. & W. Pilot, A. (2010a). Classroom implementation of context-based chemistry education by teachers: the relation between experiences of teachers and the design of materials. International Journal of Science Education, 33(10), 1407-1432.
Vos, A. J. M., Taconisa, R., Jochemsa, G. W., & M. Pilot, A. (2010b) Teachers implementing context-based teaching materials: a framework for case-analysis in chemistry Chemistry Education Research and Practice, 11(3), 193-206.
Weber, A. (2010). Learning about plants in the context of everyday life and nature experience. ERIDOB. Book of apstracts, p166.
Wieringa, N., Janssen, F. J., & Van Driel, J. H. (2011). Biology Teachers Designing Context-Based Lessons for Their Classroom Practice-The importance of rules-of-thumb. International Journal of Science Education, 33(17), 2437-2462.
Willmer, P. (2012). Ecology: pollinator–plant synchrony tested by climate change. Current Biology, 22(4), R131-R132.
Published
2016-02-01
How to Cite
Stanisavljević, J., Pejčić, M., & Stanisavljević, L. (2016). The Application of Context-Based Teaching in the Realization of the Program Content “The Decline of Pollinators”. Journal of Subject Didactics, 1(1), 51-63. https://doi.org/10.5281/zenodo.55476
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Articles
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