Authentic practices as contexts for learning to draw conclusions from correlated data

A. Dierdorp; A. Bakker; H.M.C. Eijkelhof; J.A. van Maanen

Authentic practices as contexts for learning to draw conclusions from correlated data

A. Dierdorp
, A. Bakker
, H.M.C. Eijkelhof
, J.A. van Maanen

Research output: Contribution to conference › Poster › Other research output

Abstract

Many researchers aim to improve science and mathematics education by searching for methods that make scientific concepts and activities more meaningful to students. Over the past decades various approaches have been proposed and tested, for example context-based science and mathematics education. Gilbert (2006) classifies four canonical models of “context” used in chemical education and argues on theoretical grounds that the model of interpreting context as an authentic practice is the most promising one.

Original language	Undefined/Unknown
Publication status	Published - 31 Aug 2009
Event	ESERA 2009 conference - Istanbul, Turkey Duration: 31 Aug 2009 → 4 Sept 2009

Conference

Conference	ESERA 2009 conference
City	Istanbul, Turkey
Period	31/08/09 → 4/09/09

Bibliographical note

ESERA 2009 conference

Keywords

Wiskunde en Informatica (WIIN)
Mathematics
Landbouwwetenschappen
Natuurwetenschappen
Wiskunde: algemeen

Access to Document

Dudoc proposal 2009 Adri Dierdorp
Open Access (free)
Accepted author manuscript, 94.6 KB

Cite this

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title = "Authentic practices as contexts for learning to draw conclusions from correlated data",

abstract = "Many researchers aim to improve science and mathematics education by searching for methods that make scientific concepts and activities more meaningful to students. Over the past decades various approaches have been proposed and tested, for example context-based science and mathematics education. Gilbert (2006) classifies four canonical models of “context” used in chemical education and argues on theoretical grounds that the model of interpreting context as an authentic practice is the most promising one.",

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AU - Dierdorp, A.

AU - Bakker, A.

AU - Eijkelhof, H.M.C.

AU - van Maanen, J.A.

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PY - 2009/8/31

Y1 - 2009/8/31

N2 - Many researchers aim to improve science and mathematics education by searching for methods that make scientific concepts and activities more meaningful to students. Over the past decades various approaches have been proposed and tested, for example context-based science and mathematics education. Gilbert (2006) classifies four canonical models of “context” used in chemical education and argues on theoretical grounds that the model of interpreting context as an authentic practice is the most promising one.

AB - Many researchers aim to improve science and mathematics education by searching for methods that make scientific concepts and activities more meaningful to students. Over the past decades various approaches have been proposed and tested, for example context-based science and mathematics education. Gilbert (2006) classifies four canonical models of “context” used in chemical education and argues on theoretical grounds that the model of interpreting context as an authentic practice is the most promising one.

KW - Wiskunde en Informatica (WIIN)

KW - Mathematics

KW - Landbouwwetenschappen

KW - Natuurwetenschappen

KW - Wiskunde: algemeen

M3 - Poster

T2 - ESERA 2009 conference

Y2 - 31 August 2009 through 4 September 2009

ER -