A Case of Teaching Energy through Context-based Learning: Developing Lower Secondary Teachers’ Pedagogical Content Knowledge of Science

This study explores influences of science teaching through the context-based learning (CBL) approach to deepen teachers’ pedagogical content knowledge (PCK). Fifteen lower secondary science teachers attended a four-day workshop. They were offered ideas of active learning and CBL in science classroom...

The International Journal of Science, Mathematics and Technology Learning

Common Ground Research Networks