Contextualizing Teaching to Improve Learning : The Case of Science and Geography
English | 2017 | ISBN: 1536118451 | 334 Pages | PDF | 9.7 MB
by Laurinda Leite and Luis Dourado
The book starts with an argument for the relevance of science and geography, moves to a discussion of contextualization approaches and ends with practical examples of contextualized education, and teaching tools. Thus, this book is organized into three parts. Part I focuses on the relevance of geography, and physical and natural sciences (biology, chemistry, geology and physics) for citizenship education. It is argued that their relevance does not depend on whether citizens live, or not, in technologically advanced societies. In its five chapters, some hints are given to show how phenomena within the scope of these disciplines are all around us and how citizens can individually and socially benefit from them.
Part II deals with general approaches that can be used to contextualize teaching and consequently increase the relevance of learning from students' point of view. They are addressed in six chapters. Even though some approaches have been developed in association with a given discipline, their pedagogical principles can be transferred to other disciplines. Besides, it should be emphasized that most of those approaches are best used if they are applied to interdisciplinary settings to deal with real world issues.
Part III concentrates on context-based projects and curriculum materials, including teaching and learning material development and evaluation tools. Five chapters address these issues. Again, even though in some cases the examples provided by the authors focus on a discipline, they can be transposed to other disciplines with some minor adaptions.
Teaching science and geography to students that feel that have a lot of more interesting things to do and that do not have a need to know feeling towards those disciplines is not an easy task. Besides, putting context-based teaching into practice is a challenging and demanding; doing it in an interdisciplinary way is even more demanding for teachers. If this book raises awareness for the contextualized teaching issue and sheds some light on how teachers can take profit from students' complicated and interconnected real-worlds to help them learn more and better authentic science and geography, then it has achieved its primarily goal.
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