Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement

Abstract

This article suggests a strong correlation between students believing that science is relevant and student achievement in science. Seventy two freshman students in a high school of 1800 students were surveyed and assessed on their experiences in science. The instructional method used through the course of the study was science taught through a relevant/authentic manner. The results of this study imply that if educators can tie their curriculum to science concepts, students will achieve higher in science.