NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1104649
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1450-104X
Identifying Characteristics of Science Teaching/Learning Materials Promoting Students' Intrinsic Relevance
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia
Science Education International, v27 n2 p194-216 2016
This article focuses on concerns related to a lack of students' perception of relevance in school science seen as differing from educators' perception of relevance. In order to determine how relevance is portrayed in teaching and learning materials (TLMs), the titles and introductory texts (scenarios) from 77 TLMs, aiming to induce students' intrinsic relevance, were analysed using conventional content analysis. The content analysis resulted in the identification of three categories, with altogether nine subcategories, which could induce perceptions of intrinsic relevance among students and therefore could be used by TLM developers to help induce intrinsic relevance among students. The results showed that although authors of these TLMs had undertaken a course on developing student relevant TLMs, there was diversity in the approach to intrinsic relevance and less than half of the TLMs were identified, based on expert opinion, as being seen to be intrinsically relevant for students. Although most introductory texts were seen somewhat familiar to students, promoting relevance in the context of students' perceptions remains a question.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A