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.