标题：Lärares kontextualisering av ämnesinnehåll -Hybrida kontexter i NO-undervisningen: Teachers contextualization of science in schools - hybrid contexts in science teaching
出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå
摘要：Previous research has shown an increased student interest and enhanced learning when the school scien- ce content is related to other. familiar contexts. In this article, we analyse how teachers, in authentic situations, relate science content presented in lesson introductions to other contedts such as everyday lije or other school subjects. The data consists of observations of lesson introductions in grade nine, Jfrom str different schools, in all eight hours of video recordings. The results point to that teachers adopt a varilety of ways in order to integrate the science content to other contexts, such 48 relating to students" everpyday lie, to diferent language perspectives or to other school subjects and thereby initiate ltybrid contexts. Ho- wever, the results indicate that the teachers in this study initiate hybrid contexts to a low extent especially when it comes to contextualising the science content by using news from media. The results do not indicate any diferences in the ways teachers use lhybrid context in high- and low achieving schools. Considering the low ecent of lhybrid contects in this stud), one imporlant question is how teaching how teaching can to a greater ectent be related to student interest and everyday iye.
其他摘要：Previous research has shown an increased student interest and enhanced learning when the school sciencecontent is related to other familiar contexts. This is particularly evident in intervention studies, whichaim to integrate the school science content with students’ everyday life. In this article, we analyse howteachers, in authentic situations, relate science content presented in lesson introductions to other contextssuch as everyday life or other school subjects. The data consists of observations of lesson introductionsin grade nine, from six different schools, in all eight hours of video recordings. The results point tothat teachers adopt a variety of ways in order to integrate the science content to other contexts, such asrelating to students’ everyday life, to different language perspectives or to other school subjects and therebyinitiate hybrid contexts. However, the results indicate that the teachers in this study initiate hybridcontexts to a low extent and seemingly ad hoc, in the moment. It is likely to believe that if students are tobenefit from contextualization as a means for enhancing interest and learning, learning activities need torelate science content to other relevant contexts in a more comprehensive way.
