The earliest research study that investigated the relative merits of a context-based programme on students’ conceptual understanding was conducted in the 1980s on the Dutch Physics programme PLON. The research revealed that PLON students did not achieve better results on traditional high school examination questions compared to students studying the traditional physics course (Wierstra 1984 ) . However,Harrie Eijekelhof and Piet Lijnse ( 1988 ) argued that traditional education was fully aimed at these examinations and hence the conclusion could be made that PLON students were at least not harmed in their preparation for further studies through a context-based approach. Furthermore, Harrie Eijekelhof and Piet Lijnse ( 1988 ) rationalised that differences between curricula are often reflected first in the learning environment, and it is only later and in moderated form that these changes show in student-learning outcomes.