@article {350,
	title = {A CONTEXT-BASED APPROACH TO SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {152-154},
	abstract = {It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries. For students to develop a sustained attraction to science and to appreciate the many ways in which it is pertinent to their daily lives, NRC (2012) suggest that class{\textlnot}room learning experiences in science need to connect with their own interests and experiences. Goodbye to the content-only approach. It is time for science education to embrace learning suitable for the modern world.},
	keywords = {science in schools, science lessons, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.152},
	url = {http://oaji.net/articles/2015/987-1437062820.pdf},
	author = {Jack Holbrook}
}
