Context-based learning: Difference between revisions

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Revision as of 06:47, 21 September 2017

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'''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 a for educators. United Kingdom: Emerald</ref> In the [[United Kingdom|UK]], 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==