The CONTEXT tool ?Ǩ going beyond the narrative
Abstract
The CONTEXT tool was trialled in a small-scale case study, aimed at assessing the potential of the tool. An A-level history class participated in the case study. Two class sessions were planned in collaboration with the class teacher and subsequent interviews were held with some of the participating students to gain feedback. The data gathered from the case study were analyzed using the model as a framework.
Although the implementation of CONTEXT explored in this paper was far from optimal, the tool showed potential for promoting a coherent understanding of the studied material in the students. Overall the students found CONTEXT useful and motivating to work with. Although serious modifications of the tool are needed, the teacher was interested in continuing the development of CONTEXT for next year?ǨѢs students and broadening the application of the tool.
Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082