Context Based Learning’ Effects on Achievement and Scienti c Process Skills in Biology Teaching

Year 2013, Volume: 3 Issue: 4, 33 - 41, 31.12.2013

Esra Özay Köse Figen Çam Tosun

Abstract

The purpose of this study was to investigate the effects of context-based learning approaches to te- aching biology on students’ achievement and scienti c process skill. Quasi-experimental design with pre-post test control group was employed in this study. Context based approach was used for experimental group of 41 students, and the control group of 53 students were exposed to traditional learning approach by the same teacher over a pe- riod of 8 weeks in department of elementary school education. Academic science achievement test and scienti c process skill test were given to both groups as pre-test and post-test. It was observed in the results that there was a meaningful difference between context based learning and traditional in learning on student’s success and student’s scienti c process skill.

Keywords

Context based learning approach, Biology, Elementary school education, Achievement, Scienti c pro- cess skill

Biyoloji Öğretiminde Başarı ve Bilimsel Süreç Becerilerine Yaşam Temelli Öğrenmenin Etkileri

Abstract

Bu çalışmanın amacı “yaşam temelli öğrenme” yaklaşımının biyoloji öğretiminde öğrenci başarıları ve bi-
limsel süreç becerileri üzerine etkilerini araştırmaktır. Bu amaç için ön-son test kontrol gruplu yarı deneysel desen
kullanılmıştır. Sınıf öğretmenliği bölümünde, aynı öğretmen tarafından 8 haftalık bir süreçte 41 kişilik deneysel
gurupta yaşam temelli yaklaşım kullanılırken, 53 kişilik kontrol grubunda geleneksel öğretim yaklaşımı kullanıl-
mıştır. Başarı testi ve bilimsel süreç becerileri testi her iki gruba da ön test ve son test olarak uygulanmıştır. Sonuç-
larda, başarı ve bilimsel süreç becerileri açısından yaşam temelli ve geleneksel öğretim yapılan gruplar arasında
anlamlı farklar gözlenmiştir.

Keywords

Yaşam temelli öğrenme yaklaşımı, biyoloji, sınıf öğretmenliği bölümü, başarı, bilimsel süreç becerileri

References

• Bennett, J., 2003. Teaching and Learning Science, New York USA, Continuum publishes.
• Bennett, J., Holman, J., 2003. Context-based approaches to the teaching of chemistry: what are they and what are their ef- fects? Chemical Education: Towards Research-Based Prac- tice, Eds: Gilbert, J.K., Jong De O., Justi, R., Treagust, D., F., Van Driel, J., H., Kluwer Academıc Publıshers, New York, Boston, Dordrecht, London, Moscow, 165-185.
• Bennett, J., Campbell, B., Hogarth, S., Lubben, F. 2005. A systemat- ic review of the effects of context-based and STS approaches in science teaching. In C. Kasanda, L. Muhammed, S. Akpo and E. Ngololo (Eds): Proceedings of the 13th Annual Con- ference of the Southern African Association for Research in Mathematics, Science and Technology Education, Windhoak, Namibia. Pp. 53-58.
• Bennett, J., Lubben, F. 2006. Context based chemistry: the salters approach. International Journal of Science Education, 28 (9), 999-1015.
• Chiu, C., H., 2002. The effects of collaborative teamwork on sec- ondary science Journal of Computer Assisted Learning 18, 262-271.
• Doğruöz, P., 1998. Effect of Science Process Skill Oriented Lesson on Understanding of Fluid Force Concepts, Master Thesis, The Middle East Technical University, Ankara.
• Dong, Z.Y., 2005. Improving learning in undergraduate control en- gineering courses using context-based learning models. Inter- natıonal Journal of Engıneerıng Educatıon 21 (6), 1076–1082
• Gilbert, J. K. 2006. Context based chemistry education on the na- ture of “ context” in chemical education. International Journal of Science Education, 28 (9), 957-976.
• GutWill-Wise, J., P., 2001. The impact of active and context based learning in introductory chemistry courses: an early evalua- tion of the modular approach. Journal of Chemical Education, 78 (5), 684–690
• Harlen, W. 2000. Teaching, Learning & Assessing Science 5-12. Paula Chapman Publishing Ltd.
• Holman, J., Pilling, G., 2004. Thermodynamics in context: a case study of contextualized teaching for undergraduates. Journal of Chemical Education, 81 (3), 373–375
• Kegley S,. Stacy, A., Gutwıll J. P., 1996. Environmental Chemis- try in the General Chemistry Laboratory, Part II: Evaluation of an Alternative Curriculum. The Chemical Educator, 1 (4), 1-20
• King, D., Bellocchi, A., Ritchie, S. M., 2007. Making connections: learning and teaching chemistry in context. Research in Sci- ence Education DOI 10.1007/s11165-007-9070-9
• Martin, R. E., Sexton, C., Wagner, K., Gerlovich, J., 1994. Teaching Science for All Children. Boston: Allyn and Bacon.
• McMillan, J. H., Schumacher, S. 2001. Research in education: A conceptual introduction, (p.245), 5th Ed., New York, NY: Longman
• Murphy, P.,Whitelegg, E., 2006. Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Phys- ics. Institute of Physics Report.
• Nentwig, P. M., Parchmann, I., Grasel, C., Ralle, B., 2007. Che- mie im kontext: situating learning in relevant contexts while systematically developing basic chemical concepts. Journal of Chemical Education, 84 (9), 1439- 1444
• Pilot, A., Bulte, A. 2006. Why do you need to know context based education. International Journal of Science Education, 28 (9), 953- 956
• Ramsden, J. M., 1997.How does a context-based approach in u- ence understanding of key chemical ideas at 16+?. Interna- tional Journal of Science Education, 19 (6), 697–710
• Schwartz, A. T. 2006. Contextualized chemistry education: the American experience. International Journal of Science Educa- tion, 28 (9), 977- 998.
• SNAB, http://www.advancedbiology.org/ retrieved on 10.01.2006.
• Taconis, R., Ferguson-Hessler, M.G.M., Broekkamp, H. 2000. Teaching Science Problem Solving: An Overview of Ex- perimental Work. Journal of Research in Science Teaching, 38, 442-468.
• Tan, M., Temiz, B. K., 2003. Fen öğretiminde bilimsel süreç beceril- erinin yeri ve önemi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Yıl: (1) Sayı:13