Perspective of Teachers to Context-Based Learning and Its Use in Science Education

Gungor, Busra Arik; Saracoglu, Sibel; Metin, Mustafa

doi:10.1007/s42330-023-00266-1

Cited by 3 publications

(1 citation statement)

References 37 publications

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“…Interestingly, chemistry instruction at the college level tends to be decontextualized partly due to time constraints to cover the material given the overloaded curricula. , The overloaded curriculum poses a challenge for students to form connections between isolated facts, thus, being a barrier to the transfer of knowledge and disinterest in chemistry . Gungor et al also found that in addition to the overloaded content, selection of the material, identification of the suitable context, and classroom management were key barriers to the adoption of CBL reported by in-service science teachers . The CBL’s use in postsecondary chemistry is making inroads, but the pace has probably been slowed by the previously mentioned barriers.…”

Section: Introductionmentioning

confidence: 99%

Integrating Real-World Contexts and Application Cards Activities in the General Chemistry I Course Increases Students’ Achievement Scores and Perceptions of Chemistry Relevance

Sristy,

Muteti,

Vasquez

et al. 2023

J. Chem. Educ.

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Contextualized chemistry curricula have been shown to positively impact academic outcomes, especially in middle and secondary school levels. However, only a limited number of investigations on the impact of real-world contextualized curricula on students’ learning outcomes in chemistry lecture courses in postsecondary education have been reported. In this study, we investigated the effect of a contextualized chemistry curriculum on General Chemistry I students’ achievement scores and perceived relevance of chemistry content, as well as the correlation between students’ perceived content relevance and the achievement scores in the course. A treatment group was exposed to chemistry content enriched with real-world contexts, contextualized quizzes, and application cards activities, whereas a comparison group was taught through the conventional approach. Data included scores from a final chemistry test and a 5-point Likert scaled chemistry relevance survey. The survey generated three constructs, namely personal relevance, chemistry utility, and societal relevance. Results indicated significantly higher achievement scores for the treatment group compared to the comparison group, after controlling for ACT math scores, with a medium effect size (η2 = 0.075). The treatment group also showed significantly higher mean rating scores on the three constructs compared to the comparison group (p < 0.05). Additionally, paired sample t-test results showed improved perceptions scores on the constructs in the Post survey for the treatment group, but a drop on the perceptions scores on the constructs, except Personal relevance for the comparison group. Additionally, Pearson correlation coefficients showed positive correlations between the constructs and the achievement scores, with significant linear relationships between the variables noted for the treatment group (p <.05). A significant correlation was only between Chemistry utility and performance for the comparison group. The results imply the potential of the context-based learning approaches reported herein to bolster performance and enhance chemistry relevance.

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Section: Introductionmentioning

confidence: 99%

Integrating Real-World Contexts and Application Cards Activities in the General Chemistry I Course Increases Students’ Achievement Scores and Perceptions of Chemistry Relevance

Sristy,

Muteti,

Vasquez

et al. 2023

J. Chem. Educ.

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Teacher Self-Efficacy Scale Towards Context-Based Science Learning: Validity and Reliability Study

Arık Güngör,

Bektas,

Saraçoğlu

2024

Kuramsal Eğitimbilim

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This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science students working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was created by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was created. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as “Learning/Teaching Process”, “Self-efficacy Resources”, “Academic Self-efficacy” and “Planning Instruction” consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

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Developing students' scientific competencies using the school's environmental context in rural and semi-rural settings

Gómez Soto,

Gómez Vergara

2024

Jou. Sci. Metr. Eva.

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The study implemented a didactic proposal to develop Scientific Competencies in secondary students from rural and semi-rural contexts by leveraging the school's environmental surroundings. Using an instrumental case study methodology, progression hypotheses were established, revealing a sufficient correlation (0.32) in scientific competency development between two targeted students, as determined by Kendall's Tau-B. The research focused on two students deemed suitable by their teacher, with evidence analyzed to create a performance rubric that assessed competency development. The findings indicated that the teacher's ecology teaching model aligned with a level 2 progression based on specialized literature, leading to specific didactic recommendations. The study concluded that effectively incorporating constructs for developing scientific competencies requires teachers to adopt critical perspectives on the inconsistencies in the Colombian educational system, understand scientific competencies in an international context, and engage as reflective researchers. This approach is essential for fostering scientific competency development in the classroom.

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Perspective of Teachers to Context-Based Learning and Its Use in Science Education

Cited by 3 publications

References 37 publications

Integrating Real-World Contexts and Application Cards Activities in the General Chemistry I Course Increases Students’ Achievement Scores and Perceptions of Chemistry Relevance

Integrating Real-World Contexts and Application Cards Activities in the General Chemistry I Course Increases Students’ Achievement Scores and Perceptions of Chemistry Relevance

Teacher Self-Efficacy Scale Towards Context-Based Science Learning: Validity and Reliability Study

Developing students' scientific competencies using the school's environmental context in rural and semi-rural settings

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