A topic in teaching science
Context-based learning refers to a way of organising teaching and learning on formal courses. Flipped learning can therefore be considered a pedagogy or teaching approach.
Read about pedagogy
All learning occurs in some context or other, but the term context-based learning refers to situating learning within contexts that will be familiar and (hopefully) engaging to learners.
| Traditional units/topics/modules | Possible contexts for context-based learning |
| Atomic structure and bonding | Audio and video production |
| Electromagnetism | Baby foods |
| Elements, compounds and mixtures | Developing fuels |
| Forces | Fashion fabrics |
| Molluscs | Formula 1 |
| Plant nutrition | Hair and hair products |
| Redox | New materials for elite sports |
| The nervous system | Tatoo removal |
| Transition metals | Space technology |
Purposes of context-based science courses
There are various aims or purposes of the science curriculum, and different courses and approaches may be designed according to which of these aims are seen as most important.
Read about the aims of the science curriculum
Context-based learning is meant to engage students and help them see the relevance of the subject matter to their own lives and interests. Context-based courses may focus on science in its social context, but courses can (with some ingenuity) also be designed to cover the same disciplinary content as traditional approaches.
Nature of context-based science teaching
Learning activities for context-based courses may be designed as enquiry activities to be carried out as group work and the approach may overlap with project-based learning approaches.
In context-based courses, it is usually expected that new science concepts are introduced on a need to know basis – when students reach a point in their work that motivates them to know some more science.
The topic will be treated in more detail in a book being prepared for the RSC Advances in Chemistry Education series.
