ABSTRACT
Contextualization is a curricular approach and a learning process in which science content knowledge is intentionally situated within a context where that knowledge can be authentically applied or observed. Many recent science education reforms include contextualization as a central tenet. The goal of this review is to examine commonalities across contextualization approaches that could inform a method for preparing teachers to lead contextualized science learning. After screening, 56 journal papers were organized into five contextualization approaches: authentic science practices, culturally responsive science, out-of-classroom experiences, socioscientific inquiry, and context-based curriculum. The papers suggested that regardless of the approach, teachers need to develop a deep sense of the context, a clear understanding of the science content specific to that context, and the pedagogical skills to effectively bring content and context together. It was also found that contextualization usually leads to student-centered learning, even when this was not a specific goal of an intervention. This review suggests that contextualization can be taught as a broad, foundational skill set for teachers. Learning this skill set will require long-term and intensive teacher development efforts, which will be advanced by considering contextualization broadly and over time.
