Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ekip Buro Makineleri A.
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In this study, the effects of context-based teaching (CBT) on the teaching of ‘chemical change unit’ (CCU) was examined under five main headings: student motivation, constructivist learning environment, student achievement, transferring chemistry knowledge to the subjects of daily life, and 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 (CC-CBQ). At the end of the study, the only significant difference found in favour of the experimental group was the results of CB-CBQ. Opinions of students and teachers 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 taken contained context-based questions © 2022. Journal of Turkish Science Education.All Rights Reserved.
Açıklama
Anahtar Kelimeler
Chemical change, Context-based question, Context-based teaching, Learning environment, Motivation
Kaynak
Journal of Turkish Science Education
WoS Q Değeri
Scopus Q Değeri
Q2
Cilt
19
Sayı
1
