A review and critique of context-based physics instruction and assessment

• Published in: Educational research review Vol. 3; no. 2; pp. 155 - 167
• Main Authors: Taasoobshirazi, Gita, Carr, Martha
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2008; Elsevier
• Subjects: Assessment; Barriers; Case Method (Teaching Technique); Classrooms; College; Context Effect; Context-based instruction; High school; Instructional Effectiveness; Intermode Differences; Meta Analysis; Motivation; Performance Factors; Physics; Problem Solving; Program Descriptions; Science Instruction; Teaching Methods; College; Context-based instruction; Physics; High school
• ISSN: 1747-938X; 1878-0385
• DOI: 10.1016/j.edurev.2008.01.002

This paper reviews and critiques the existing research on a widely recommended instructional approach called context-based physics, which involves placing physics material within a real-life context in an attempt to improve student motivation, problem solving, and achievement. Described first are the problems that exist with traditional physics instruction that resulted in the shift away from traditional teaching methods. This is followed by an in-depth description of context-based physics. Then the ten existing studies that have either implemented context-based physics instruction or problems in physics classrooms in order to examine student motivation, problem solving, or achievement are reviewed and evaluated. Because of the many methodological problems with the existing research, recommendations are made describing the need for more and better designed research.