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In-Depth Information
It
'
s the Situation That Matters: Affective
Involvement in Context-Oriented Learning
Tasks
Sabine Fechner, Helena Van Vorst, Eva K¨ lbach, and Elke Sumfleth
Abstract This chapter focuses on the evaluation of affective variables in context-
based learning (cbl) environments. Although the majority of studies in the field
have shown positive effects on attitude, the need to investigate specific elements of
cbl tasks has become evident. On the basis of prior research designs and instru-
ments, it is argued that attitude has to be perceived as a multifaceted construct.
Different research designs and attitude instruments are discussed and related to the
theoretical background of motivation and interest. In the second part of the chapter,
three studies are presented that address the need to differentiate between different
contexts, content elements, and attitude measurements. Therefore, the general
statement that cbl courses have a positive effect on student attitude is maintained,
however, enriched by a more differentiated and substantiated perspective that may
shed light on how to select an adequate context within a specific content-
related area.
Keyword Context-oriented learning • Context characteristics • Situational interest
1
Introduction
Context-oriented learning has been introduced to address one major problem of
chemistry classrooms: students
indifference and disinterest in learning chemistry
content. The early so-called STS approaches in the 1980s placed emphasis on the
relation of science, technology, and society in order to make chemistry relevant to
students by illustrating its importance in issues connected to the learners
'
life-world
'
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