Context-based learning

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. CBL is student centred approach to teaching and learning, utilising scenarios to replicate the social and political context of the students working/or potential working environment ^[1] In the United Kingdom, CBL is often referred to as the Salters' approach^[2] due to the efforts of the Salters' Company in creating teaching material in the field of chemistry. It can be generalized as: "The most important single factor influencing learning is the active engagement of the learner with the material. Obtain this – and teach by whatever methods retain this engagement."^[3]

References

^ Trimmer, W. and Hawes, P. (2015). In Blessinger, P. and Carfora, J. Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A conceptual and practical resource for educators. United Kingdom: Emerald
^ Campbell, B., Lazonby, J., Nicholson, P., Ramsden, J. and Waddington, D. (1994) Science: the Salters' Approach; a case study of the process of large-scale curriculum development, Science Education, 78 (5), 415-447, 1994
^ Yam, H; Department of Physics, The Chinese University of Hong Kong; http://www.hk-phy.org/contextual/approach/tem/brief_e.html

This article relating to education is a stub. You can help Wikipedia by expanding it.

[1] Trimmer, W. and Hawes, P. (2015). In Blessinger, P. and Carfora, J. Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A conceptual and practical resource for educators. United Kingdom: Emerald

[2] Campbell, B., Lazonby, J., Nicholson, P., Ramsden, J. and Waddington, D. (1994) Science: the Salters' Approach; a case study of the process of large-scale curriculum development, Science Education, 78 (5), 415-447, 1994

[3] Yam, H; Department of Physics, The Chinese University of Hong Kong; http://www.hk-phy.org/contextual/approach/tem/brief_e.html

[1]

[2]

[3]