Potential Abstract:
This research article delves into the nuances of authentic learning practices in the context of science education, focusing on the contested nature of schema and its impact on student engagement. Authentic learning, often hailed as a promising approach to enhance student learning experiences, involves real-world tasks and activities that mirror the complexities of professional practice. However, the implementation of authentic learning practices in science education is not without its challenges. This study explores how different interpretations and applications of schema, the mental frameworks through which individuals organize and understand information, can influence the authenticity of learning experiences. By examining the interplay between contested schema and authentic learning practices, this research sheds light on the complexities and potential pitfalls of integrating authentic learning in science education. Through qualitative analysis of classroom observations, student interviews, and teacher reflections, this study uncovers the various ways in which students navigate and negotiate conflicting schema in the pursuit of authentic learning. The findings offer valuable insights into the factors that shape students’ engagement with authentic learning practices in science education, highlighting the importance of addressing schema contestation to enhance learning outcomes. This research contributes to ongoing discussions in the field of educational research and provides practical implications for educators seeking to optimize the implementation of authentic learning practices in science classrooms.
Potential References:
- Constructivism and the design of learning environments: Context and authentic activities for learning
- Towards a philosophically guided schema for studying scientific explanation in science education
- Use of schema theory and multimedia technology to explore preservice students’ cognitive resources during an earth science activity
- Authentic science experiences as a vehicle to change students’ orientations toward science and scientific career choices: Learning from the path followed by Brad
- Constructivism for active, authentic learning
