Effects of the context-based learning approach on the teaching of chemical changes unit

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Sadi Yılmaz S., Yıldırım A., İlhan N.

Journal of Turkish Science Education, cilt.19, sa.1, ss.218-236, 2022 (Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 19 Sayı: 1
  • Basım Tarihi: 2022
  • Doi Numarası: 10.36681/tused.2022.119
  • Dergi Adı: Journal of Turkish Science Education
  • Derginin Tarandığı İndeksler: Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.218-236
  • İnönü Üniversitesi Adresli: Evet

Özet

In this study, the effect of context-based teaching (CBT) in the teaching of ‘chemical change unit’ (CCU) was examined under five main headings. i- student motivation, ii-constructivist learning environment, iii-student achievement, iv-transferring chemistry knowledge to the subjects of daily life, v-student, and teachers' opinions on the implementation. The effects of CBT on the experimental and control group students were determined by Chemistry Motivation Questionnaire (CMQ), Constructivist Learning Environment Questionnaire (CLEQ), Chemical Changes Achievement Test (CCAT), and Chemical Changes-Context Based Questions (CB-CBQ). At the end of the study, only results of CB-CBQ significant differences were found in favor of the experimental group. Students' and teachers' opinions are generally pleasing but they stated that CBT is not suitable for the university entrance exam. In the assessment of the students, CBT would attract more attention if the exams containing the context-based questions were taken