This paper evaluated the effects on students' performance, awareness of social when a contextual teaching approach is used.

A research reports on the effectiveness of implementing students' research projects in science curriculum. The analysis emphasizes the development of problem solving, communication and interpersonal skills, students' attitudes and the possibility of choosing science in further study.

Both students' and teachers' comments on applying contextual teaching materials in teaching and learning physics concepts are discussed.

A report comments on applying a SLIPP unit, Physics Phones Home, in teaching contents related to electromagnetism, electric, magnetic and gravitational fields, electricity, and circular motion.

A report discusses the outcomes of activities, such as out-of-school visit and project works, embedded in advanced level physics teaching using a contextual approach.

Example of contextual teaching materials and the framework of such approach are introduced. Results of testing the contextual teaching approach in pilot schools are also evaluated.

A report examines the students' performance on STS teaching using four different teaching approaches. Comparison of these teaching methods are also mentioned and analyzed.

This study attempts to examine the variations in students' performance on lever problems across multiple assessment formats. Twenty-six Grade 6-7 students in western Canada participated. The results are consistent with other research showing that students' competence is heterogeneous.

Two groups of students, one group of 15-16 years old and one group of pre-service science teachers, were surveyed and interviewed to investigate the contextual factors which affect students' responses to problems concerning objects in linear motion. It suggested that a wider range of critical examples were needed in physics lessons.

This study examines the interaction between children's observation and the concepts developed by themselves. It also discusses the advantages and disadvantages of introducing everyday experiences into formal physics class.

This study was designed to investigate the way that children interpret graphs in relation to their contexts. Twenty-one 14-15-year-old pupils were given 2 tasks and interviewed individually. It is found that the context of the graphs does influence the pupils' interpretations in a variety of ways.

This paper reports a study on Swazi secondary school pupils who had followed a contextual science curriculum. 118 Form 2 pupils were asked to solve some everyday dilemma. The study shows that a context-based curriculum does not really help learners to access their understanding of science.