Context-based learning: Difference between revisions

Revision as of 17:21, 26 May 2019

Latest revision as of 16:32, 14 October 2023

(5 intermediate revisions by 4 users not shown)

Line 1:

{{Short description|Teaching method}}

{{multiple issues|

{{Orphan|date=November 2012}}

{{notability|date=September 2012}}

}}

'''Context-based learning''', ('''CBL,''') refers to the use of real-life and fictitious examples in [[teaching]] environments in order to learn through the actual, practical experience with a subject rather than just its mere [[theory|theoretical]] parts. CBL is student centred approach to teaching and learning, utilising scenarios to replicate the social and political context of the students working/or potential working environment <ref>Trimmer, W. and Hawes, P. (2015). In Blessinger, P. and Carfora, J. Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A conceptual and practical resource for educators. United Kingdom: Emerald</ref> In the [[United Kingdom]], CBL is often referred to as ''the Salters' approach''<ref>Campbell, B., Lazonby, J., Nicholson, P., Ramsden, J. and Waddington, D. (1994) Science: the Salters' Approach; a case study of the process of large-scale curriculum development, Science Education, 78 (5), 415-447, 1994</ref> due to the efforts of the [[Salters' Company]] in creating teaching material in the field of [[chemistry]]. It can be generalized as: "The most important single factor influencing learning is the active engagement of the learner with the material. Obtain this -– and teach by whatever methods retain this engagement.".<ref>Yam, H; Department of Physics, The Chinese University of Hong Kong; http://www.hk-phy.org/contextual/approach/tem/brief_e.html</ref>

==References==

Line 10 ⟶ 8:

[[Category:Applied learning]]

[[Category:Educational practices]]