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Understanding a Phenomenon in Two Domains as a Result of Contextualization.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Social Sciences, Department of Education.
2001 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 45, no 2, 115-123 p.Article in journal (Refereed) Published
Abstract [en]

This study illustrates how contextualization influences students’ reasoning. An experiment on the properties of air was demonstrated with alternative design to two groups of primary students (n=45). Students’ written explanations to the observations show that an experiment in which science equipment and chemicals are used, signify a problem to these students, who have not yet been introduced to different disciplines of school science. We argue that the scientific arrangement of experiments might in fact obstruct students’ sound reasoning in explaining phenomena. In relation to the role as triggers for reasoning scientific equipment call for a more conscious utilization than is often the case in school science.

Place, publisher, year, edition, pages
Taylor&Francis Group , 2001. Vol. 45, no 2, 115-123 p.
Keyword [en]
science; contextualisation; experimental setting
National Category
Pedagogy
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-35513DOI: 10.180/00313830120052714OAI: oai:DiVA.org:su-35513DiVA: diva2:287440
Available from: 2010-01-18 Created: 2010-01-18 Last updated: 2017-12-12Bibliographically approved

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Molander, Bengt-OlovHalldén, Ola
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