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

Autor/inn/en	Yilmaz, Sibel Sadi; Yildirim, Ali; Ilhan, Nail
Titel	Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit
Quelle	In: Journal of Turkish Science Education, 19 (2022) 1, S.218-236 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yilmaz, Sibel Sadi) ORCID (Yildirim, Ali) ORCID (Ilhan, Nail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Chemistry; Teaching Methods; Science Instruction; Science Tests; Achievement Tests; Constructivism (Learning); Units of Study; Student Motivation; Transfer of Training; Student Attitudes; Comparative Analysis; Teacher Attitudes; College Entrance Examinations; High School Students; Grade 9; Scores; Educational Environment; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lerneinheit; Schulische Motivation; Training; Transfer; Ausbildung; Schülerverhalten; Lehrerverhalten; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Türkei
Abstract	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 CBCBQ. 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. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01