Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit

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dc.authorscopusid57190023927
dc.authorscopusid59102872000
dc.authorscopusid56641010500
dc.contributor.authorYılmaz S.S.
dc.contributor.authorYıldırım A.
dc.contributor.authorİlhan N.
dc.date.accessioned2024-08-04T20:02:10Z
dc.date.available2024-08-04T20:02:10Z
dc.date.issued2022
dc.departmentİnönü Üniversitesien_US
dc.description.abstractIn 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.en_US
dc.description.sponsorshipAtatürk Üniversitesi: BAP-2010/189; Atatürk Üniversitesien_US
dc.description.sponsorshipThis article is derived from the first author's doctoral dissertation. *Authors would like to thank Atat?rk University for supporting the study with the Scientific Research Project Fund (Project Number: BAP-2010/189). *Authors do not have any conflicts of interest with any institution or person in my studyen_US
dc.description.sponsorship*This article is derived from the first author's doctoral dissertation. *Authors would like to thank Atatürk University for supporting the study with the Scientific Research Project Fund (Project Number: BAP-2010/189). *Authors do not have any conflicts of interest with any institution or person in my study.en_US
dc.identifier.doi10.36681/tused.2022.119
dc.identifier.endpage236en_US
dc.identifier.issn1304-6020
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85129421631en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage218en_US
dc.identifier.urihttps://doi.org/10.36681/tused.2022.119
dc.identifier.urihttps://hdl.handle.net/11616/91466
dc.identifier.volume19en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEkip Buro Makineleri A.en_US
dc.relation.ispartofJournal of Turkish Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectChemical changeen_US
dc.subjectContext-based questionen_US
dc.subjectContext-based teachingen_US
dc.subjectLearning environmenten_US
dc.subjectMotivationen_US
dc.titleEffects of the Context-Based Learning Approach on the Teaching of Chemical Changes Uniten_US
dc.typeArticleen_US

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