Laurinda Leite, Luis Dourado, Ana S. Afonso and Sofia Morgado (Eds.), Contextualizing Teaching to Improve Learning: The Case of Science and Geography, Nova Science Publishers: New York, NY, 2017; 303 pp.: ISBN: 978-1-53611-845-2
Keywords:
book review, science, improving learning
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References
Broman, K.,  Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chemistry Education Research and Practice, 15(4), 516–529.
Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education. A pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 9(1), 1459–1484.
King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87.
Leite, L. (2017). Why should contextualized teaching be a matter for educational concern? In L. Leite, L. Dourado, A. S. Afonso,  S. Morgado (Eds.), Contextualizing teaching to improve learning: The case of science and geography (pp. xx−xxv). New York, NY: Nova Science Publishers.
Leite, L., Dourado, L., Afonso, A. S.,  Morgado, S. (Eds.) (2017). Contextualizing teaching to improve learning: The case of science and geography. New York, NY: Nova Science Publishers.
Nentwig, P., Demuth, R., Parchmann, I., Grasel, C.,  Ralle, B. (2007). Chemie im Kontext: Situated learning in relevant contexts while systematically developing basic chemical concepts. Journal of Chemical Education, 84(9), 1439–1444.
Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education. A pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 9(1), 1459–1484.
King, D. (2012). New perspectives on context-based chemistry education: using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87.
Leite, L. (2017). Why should contextualized teaching be a matter for educational concern? In L. Leite, L. Dourado, A. S. Afonso,  S. Morgado (Eds.), Contextualizing teaching to improve learning: The case of science and geography (pp. xx−xxv). New York, NY: Nova Science Publishers.
Leite, L., Dourado, L., Afonso, A. S.,  Morgado, S. (Eds.) (2017). Contextualizing teaching to improve learning: The case of science and geography. New York, NY: Nova Science Publishers.
Nentwig, P., Demuth, R., Parchmann, I., Grasel, C.,  Ralle, B. (2007). Chemie im Kontext: Situated learning in relevant contexts while systematically developing basic chemical concepts. Journal of Chemical Education, 84(9), 1439–1444.
Published
2019-06-21
How to Cite
SlapniÄarM. (2019). Laurinda Leite, Luis Dourado, Ana S. Afonso and Sofia Morgado (Eds.), Contextualizing Teaching to Improve Learning: The Case of Science and Geography, Nova Science Publishers: New York, NY, 2017; 303 pp.: ISBN: 978-1-53611-845-2. Center for Educational Policy Studies Journal, 9(2), 161-165. https://doi.org/10.26529/cepsj.724
Section
REVIEW
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