| Chapter 1: | Introduction |
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Content Acquisition
Content acquisition refers to an array of technical skills and specific scientific concepts that suggest what students should know and be able to demonstrate as a result of their training and exposure in a specific discipline (Behar, 1994).
Student Performance
Student performance is defined as the ability to apply scientific processes to solve problems (make a prediction, experiment, collect data, and draw conclusions) based on science content knowledge and conditions provided (Friedl, 1995).
Student Engagement
Student engagement is defined as the “willingness of students to make the psychological investment required to comprehend and master knowledge and skills” (Wehlage, Rutter, Smith, Lesko. & Fernandez, 1989, p. 177 as quoted in Cothran & Ennis, 2000, p. 106).
Contextualized Science Curriculum
In this study, contextualized science curriculum is defined as a methodology that lays emphasis on scientific methodology, validates and evaluates everyday knowledge of the world, and provides a context for action that involves multiple knowledge systems (Koul, 1997).
Traditional Curriculum
In this study, the traditional curriculum is described as using an “inform, verify, practice” format in science teaching. After acquiring information on science concepts from different sources (teacher, textbooks, etc.), students perform various activities in the class to verify the concepts and practice them afterwards to reinforce the concepts (Caprio, Powers, Kent, & Harriman, 1998; Simonis & Cumo, 1993).