Abstract
In problem-based learning (see also), a central feature of instruction is to give students a “problem” or issue within some real-world context or situation. An example of such a problem might be for students to explore what sort of effects different kinds of detergents have on the environment.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bennett, J., Lubben, 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. Science Education, 91(3), 347-370.
DeJong, O. (2008). Context-based chemical education: How to improve it? Chemical Education International, 8(1), 1-7.
Fensham, P. J. (2009). Real world contexts in PISA science: Implications for context-based science education. Journal of Research in Science Teaching, 46(8), 884-896.
Yager, R. E. (1996). Science/technology/society as reform in science education. Albany, NY: State University of New York Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Sense Publishers
About this chapter
Cite this chapter
McComas, W.F. (2014). Context-based Science Education (CBSE). In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_22
Download citation
DOI: https://doi.org/10.1007/978-94-6209-497-0_22
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)