Primary Contextualization of Science Learning through Immersion in Content-Rich Settings
Primary Contextualization of Science Learning through Immersion in Content-Rich Settings
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DOI：
10.1080/09500693.2014.937787
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发表时间：
2014-01-01
影响因子：
2.3
通讯作者：
Giamellaro, Michael
中科院分区：
文献类型：
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作者：
Giamellaro, Michael
本文报道了一项关于科学沉浸式旅行中初级情境化过程和由此产生的学生学习的研究。4个高中生态学班级（n = 67）和教师参与。通过对科学概念知识的前/后评估（探路者网络模型）和对学生的后续访谈，我们确定：(1)显著的学习与这些沉浸式体验有关，尽管有些人过度情境化是有问题的；(2)情境化程度（初级与次级）与学习程度之间存在正交互作用。(3)关键的初级情境化过程包括知识在时间和地点的位置，以及科学概念的个性化视觉或具体化证据的收集。该研究有助于我们理解学习过程中的情境化，并有可能为现场、课堂和虚拟学习环境提供信息。
This paper reports on a study of primary contextualization processes during science immersion trips and the resultant student learning. Four High School Ecology classes (n = 67) and teachers participated. Through a pre-/post-assessment of science concept knowledge (Pathfinder Network Modeling) and follow-up interviews with students, it was determined that (1) significant learning was associated with these immersion experiences, though overcontextualization was problematic for some, (2) there was a positive interaction between degree of contextualization (primary vs. secondary) and degree of learning, and (3) key primary contextualization processes included the situating of knowledge in time and place as well as the collection of personalized visual or embodied evidence for science concepts. The study contributes to our understanding of contextualization in the learning process and has the potential to inform field, classroom, and virtual learning environments.