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Contextual Teaching and Learning of science in elementary schools

  • Published:
Journal of Elementary Science Education

Abstract

Contextual Teaching and Learning (CTL) integrates inquiry, problem- and project-based learning, cooperative learning, and authentic assessment. Case studies were carried out on 21 teachers who used CTL to teach science in elementary schools to diverse groups of children. The findings indicated that the conditions that fostered the implementation of CTL strategies were a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Furthermore, the CTL strategies were best implemented when teachers used them in conjunction with sound classroom management techniques.

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Authors and Affiliations

  1. Department of Science Education, University of Georgia, 212 Aderhold Hall, 30605, Athens, GA

    Shawn M. Glynn & Linda K. Winter

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  1. Shawn M. Glynn
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  2. Linda K. Winter
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Correspondence to Shawn M. Glynn.

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Glynn, S.M., Winter, L.K. Contextual Teaching and Learning of science in elementary schools. J Elem Sci Edu 16, 51–63 (2004). https://doi.org/10.1007/BF03173645

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  • DOI: https://doi.org/10.1007/BF03173645

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