260173 VO Context Based Instruction in Physics (2008S)

Scientific literacy includes knowledge of science concepts and principle as well as basic understanding of science processes (i.e. the methods used in science to develop new scientific knowledge) and views of the nature of science. Research has revealed major deficiencies concerning the latter issues. Science instruction usually is predominated by science concepts and principles. Science processes as well as view of the nature of science are at best marginally addressed. It will be illustrated in which way science processes and views of the nature of science are given attention in the program "Physics in Context" (sponsored by the German Ministry of Education and Research - BMBF). It is the aim of this project to support the development of these issues sustainably within the framework of context based instruction. There will be the following three parts providing theoretical frameworks and "best practice" examples developed in the project.
Part 1: Context Based Instruction - in the domain of optics and nano-science. Context based instruction is given attention in many projects around the world. The major idea is to embed the science content into contexts (often everyday contexts) that make sense to the students. Such approaches have proven superior more traditional instructional settings in various empirical studies - regarding science achievement and the development of affective variables like interests and self-concepts. Examples from basic "traditional" optics and from the newly introduced domain of nano-science will illustrate the power of context orientation of science instruction. Students will have many opportunities to deal with the new approaches themselves - in small group work. Issues of science processes and views of the nature of science play a certain role also.
Part 2: Development of science processes and views of the nature of science within context based approaches. The development of science processes and views of the nature of science is now the major focus. An approach to introduced students in the beginning of lower secondary instruction into the micro-world (particle model) serves as example to discuss the role of models in teaching and learning science in a general sense. After that the role of various sensors used in everyday world technical appliances for understanding the "world" are the major focus. Students design own uses of sensors - in order to support their repertoire of self-directed learning. It is a major aim to show that modern technology in the classroom also allows supporting modern techniques of student learning.
Part 3: A new teaching and learning culture within a context oriented science instruction. As argued above (In part 1) it is essential to embed the content to be taught into contexts that make sense to the students. But it is also necessary to design learning environments in such a way that student learning is sustainably supported. Major features of such "constructivist" oriented learning settings and examples to set such ideas into practice are discussed.