Developing Context-Based Teaching Competencies of Chemistry Teachers: Designing and Implementing Context-Based Activities

Mustafaoğlu, Fatma Merve; Yücel, A. Seda

doi:10.30870/jppi.v8i2.16491

Cited by 7 publications

(4 citation statements)

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“…Diversifying the contexts related to a certain concept will also prepare individuals for different problem situations. The use of contexts that are not relevant to students' daily lives can hinder their understanding (Bozdemir Yüzbaşıoğlu et al, 2020;Mustafaoğlu, 2019). The events presented in the CBC Book scenario were prepared by taking into account the possible environmental conditions in which students have been or may be present.…”

Section: Discussionmentioning

confidence: 99%

Mizahın "Haha"sı ile Öğrenmenin "Aha"sı Arasındaki Derin İlişki: Bağlam Temelli Çizgi Roman Geliştirilmesi, Öğretmen ve Öğrenci Görüşleri

Yüzbaşıoğlu

Kurnaz

2023

Kuramsal Eğitimbilim

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The research aimed to determine the opinions of the students and the course teacher with regard to using the comic book prepared in accordance with a context-based scenario as teaching material for the science course. Phenomenology, one of the qualitative research approaches, was used for research purposes. A context-based comic book was used as course material for 12 hours in a class of 18 5th-grade students. Semi-structured interviews were conducted with seven students and a course teacher, following the implementation, using the interview forms developed within the scope of the current research. The data obtained from the interviews were analyzed by content analysis and classified under the themes of “Academic”, “Affective”, “Association with Daily Life” and “Comic Books and Humor”. Pursuant to the results of the research, students, and course teacher declared the comic book as effective course material on the grounds that it makes the subject matter entertaining and understandable, facilitates learning, provides an opportunity for a permanent learning experience, provides an opportunity for individual learning, increases class participation and supports the learning processes of students with literacy and language problems. Based on the results obtained, it has been suggested to use context-based comics in different units and lessons.

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Section: Discussionmentioning

confidence: 99%

Mizahın "Haha"sı ile Öğrenmenin "Aha"sı Arasındaki Derin İlişki: Bağlam Temelli Çizgi Roman Geliştirilmesi, Öğretmen ve Öğrenci Görüşleri

Yüzbaşıoğlu

Kurnaz

2023

Kuramsal Eğitimbilim

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“…Context becomes increasingly essential in science learning because it can be used as a tool to (a) make science learning more relevant to students' lives; (b) address student learning outcomes; (c) increase the argument for dialogue; (d) improve the ability to evaluate scientific information; and (e) include essential aspects of science literacy (Sadler & Zeidler, 2004). Using context in learning is expected to be aware of essential aspects in the creation of science, such as uncertainty, tentativeness, subjectivity, multiple perspectives, the role of funding, political interests, and the attachment of science to the social (social embeddedness of science) (Rahayu, 2021;Mustafaoglu & Yücel, 2022). Examples of contexts used in science learning include climate change or global warming, pollution, nuclear power plants or additives to food, health (Rahayu, 2019).…”

Section: Cbl In Science Education By Disciplinementioning

confidence: 99%

Implementation of case-based learning in science education: A systematic review

Dewi,

Rahayu

2024

tused

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Case-Based Learning (CBL) in science education has developed rapidly. This paper reviews the literature on trends in implementing CBL in science education. For this systematic review, we followed the recommendation of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Data were obtained from the ERIC, Scopus, and Google Scholar databases by taking scientific articles from reputable international journals with a Scopus Q1-Q4 index and impact factor ranging from 0.040 to 3.092, which is the main indicator of choosing quality of journal articles. Articles were searched using titles and keywords "Case-Based or Case Method or Science Education" from 2012 to 2022. The search yielded 1183 articles, and the selection results were 52 articles for review. The study found that CBL was represented mostly in three learning approaches, namely CBL-IBL, CBL-PBL, CBL-PjBL, and the rest being CBL-Blended, CBL-Oline, and CBL-Collaborative. Case-based applications in science education were dominated by health (58%), chemistry (35%), physics (1%) and biology (6%). The reviewed studies encountered some difficulties in implementing CBL. One of them is that solving the problem takes a long time. This review revealed case-based approach to be appropriate to be implemented in an active learning activity based on real-life context.

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“…Firstly, a pilot study of the CBTA was conducted with each teacher. Based on the researcher's observations of teacher practice during the pilot stage, it was determined that the teachers had gained context-based teaching competencies (Mustafaoğlu, 2019). In their practices, each teacher first chose contexts suitable for the development levels of ninth grade pupils in line with their (teachers') own interests.…”

Section: Research Processmentioning

confidence: 99%

Context-based teaching experiences of chemistry teachers: Expectations, gains and applicability conditions

Mustafaoğlu,

Yücel

2022

tused

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This research aimed to investigate the expectations and gains of teachers who designed and used context-based teaching materials in their classes and to reveal their views on the applicability of this teaching approach. The methodology of this research was the case study. The research was carried out with two chemistry teachers who participated in the In-Service Training Course on Context-Based Chemistry Teaching performed by the researcher. Data collection tools used in the research were semi-structured interviews, field notes and evaluation reports. As a result, it was concluded that teachers believed that context-based instruction increased students' motivation, achievement and participation in the lesson. Also, both teachers stated that their competencies in contextbased teaching had improved after practising it. However, it was revealed that teachers thought that in order to use context-based teaching, learning environments should be arranged in accordance with the approach and universities and Turkish Ministry of National Education should work in cooperation.

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Developing Context-Based Teaching Competencies of Chemistry Teachers: Designing and Implementing Context-Based Activities

Cited by 7 publications

References 0 publications

Mizahın "Haha"sı ile Öğrenmenin "Aha"sı Arasındaki Derin İlişki: Bağlam Temelli Çizgi Roman Geliştirilmesi, Öğretmen ve Öğrenci Görüşleri

Mizahın "Haha"sı ile Öğrenmenin "Aha"sı Arasındaki Derin İlişki: Bağlam Temelli Çizgi Roman Geliştirilmesi, Öğretmen ve Öğrenci Görüşleri

Implementation of case-based learning in science education: A systematic review

Context-based teaching experiences of chemistry teachers: Expectations, gains and applicability conditions

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