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Analysing task design and students’ responses to context-based problems through different analytical frameworks
Broman, K., Bernholt, S., Parchmann, I.

Analysing task design and students’ responses to context-based problems through different analytical frameworks

Research in Science & Technological Education, 33(2), 143-161. 10.1080/02635143.2014.989495

Context-based learning approaches are used to enhance students’ interest in, and knowledge about, science. According to different empirical studies, students’ interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students’ problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies.