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Cited by 272

The DOI matches its Crossref record; 43 of the 43 references it cites were found in a registry or an index.

Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science

Rivet, Ann E., Krajcik, Joseph S.·2008·Journal of Research in Science Teaching
DOI 10.1002/tea.20203
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Abstract

Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project‐based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 79–100, 2008

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Metadata

Authors
Rivet, A. E., & Krajcik, J. S.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2007-11-05
Volume
45
Issue
1
Pages
79-100
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.20203
OpenAlex
W1991355288
Cited by
272
References
43
FWCI
27.56
Type
journal article
Language
en
Open access
closed

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