NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ888761
Record Type: Journal
Publication Date: 2010-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1359-6748
Context-Based Learning for Beginners: CBL and Non-Traditional Students
Ellis, Robert; Gabriel, Tim
Research in Post-Compulsory Education, v15 n2 p129-140 Jun 2010
Problem-based learning (PBL) and Context-based learning (CBL) are often cited as having a positive impact on student learning. However, the discourse of these innovative teaching approaches often centres on gifted and/or experienced learners. The aim of this article is to report on the development of resources for a mixed ability cohort of foundation science students. Taking PBL as its inspiration, this article charts a move to a context-based approach and provides evidence of its impact on students with different experiences and understanding of chemistry, and different long-term aspirations in the field. Drawing on quantitative and qualitative research undertaken with students, this study suggests that the impact of CBL, is potentially greater for students with a limited experience of, or longer-term interest in, chemistry. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A