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 theoretical parts.
The approach is based on the firm conviction that learning is a social activity that is badly served by most classroom situations due to an inherent misrepresentation of how the mind acquires, processes, and produces knowledge. Learning is a communal activity centered on the interactions between persons with substantial interests and standard classroom structures that do not respond to this may well inhibit the success of learning.
Research has shown learners do not become competent from content-centered learning.
According to Bennet (2005), scientific literacy includes:
Knowledge
Understanding
Skills
Context-based approaches have affective, behavioural and cognitive aims, which encompass some or all of the following aspirations:
to broaden the appeal of science by showing how it relates to people’s lives;
to show the ways science is used in the world and in the work that scientists do;
to improve attitudes to school science and to science more widely;
to develop effective understanding of science ideas;
to increase the numbers studying science subjects beyond the compulsory period;
to produce scientifically-literate citizens.
Context-based learning environments are student-centred rather than scientist-centred, giving students a more active and self-steering role. In relation to all this, context-based education can lead to more students choosing science in school and professional careers, and to an increase in science literacy.
According to Aikenhead (1994), “STS science is student-oriented rather than scientist-oriented. […] STS instruction aims to help students make sense out of their everyday experiences, and does so in ways that support students’ natural tendency to integrate their personal understandings of their social, technological and natural environments.
The central feature of context-based learning environments is the use of realistic contexts as a starting point and anchor for learning science, thereby giving significance and meaning to the science-content. This requires that the context provides “a coherent structural meaning for something new that is set within a broader perspective” (Gilbert, 2006, p. 960).
A context should be relevant and recognizable for students. Real-life or scientifically authentic situations and activities are used as contexts in classroom (Gilbert, 2006). With this come secondary features such as, more room for the students to make their own educational choices, emphasis on debate and collaboration and on the process of science as well as on the nature of science.
Contemporary learning environments struggle with a number of dilemmas (Roelofs, Visser, & Terwel, 2003):
1. the construction of knowledge versus transmission of knowledge;
3. focussing on personal meaning versus teacher-led meaning;
4. professional or scientific contexts versus formal school/education contexts;
5. cooperation and communication versus individual learning; and 6. developing learning climate (growth in expertise) versus momentary mastering.
Some context-based learning environments involve students in a community of learners that mirror professional science communities as authentic as possible. A sixth dilemma that context-based learning environments touch upon is that students have to be stimulated to take individual decisions on their own learning (e.g. focus on a particular aspects within the context) rather than focus on momentary mastering. Due to this focus on students’ individual learning and, at the same time, the need to employ inspiring and realistic contexts, teachers may have to improvise and redesign part of the learning environment from time to time.
Examples
Words usually have several meanings. To study the uses of an appropriate word we have to study words in context. Researchers (Kruse 1979; Nation 1980; Gairns and Redman 1986; Oxford and Crookall 1988) agree that to learn words in context and not in isolation is an effective vocabulary learning strategy. A word used in different contexts may have different meanings; thus, simply learning the definitions of a word without examples of where and when the word occurs will not help learners to fully understand its meaning. Learning an isolated list of words without reference to the context is merely a memorization exercise which makes it difficult for learners to use the words in spoken and written language. Looking at the context in which the word appears seems to be the best way of learning vocabulary. Good readers also take advantage of their background knowledge in processing the context and in creating expectations about the kind of vocabulary that will occur in the reading.
How to use context-based learning in teaching grammar? Work in pairs and share with your opinions.
