Yıl 2018, Cilt 9 , Sayı , Sayfalar 127 - 133 2018-08-18

The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit

Hulya DEMIRCIOGLU [1] , Funda DEMETGUL [2]


The purpose of the present study was to investigate the effect of storylines embedded within the context-based learning approach on grade 10 students’ achievement of the mixtures unit and attitudes towards chemistry. Within a quasi-experimental design, the study was conducted with conducted with 48 10th grade students drawn from two intact classes in a high school. One of classes was randomly assigned to experimental group and the other to control group. The experimental group was exposed to the context-based materials, while the control group was taught with the traditional approach (teacher’s explanation, question and answer, writing, etc.). The teaching intervention which took a couple of classroom hours (2x45 minutes; 8 weeks) in the experimental group was designed to actively engage the students in the context based learning. The Mixtures Unit Achievement Test (MUAT) and Chemistry Attitude Scale (CAS) were used to collect data. MUAT with ten open-ended items was constructed by the authors. The results of this study indicated that the use of storylines embedded within the context-based learning approach resulted in the students in the experimental group performing better with respect to understanding concepts in the mixtures unit. Some suggestions are made on implications for practice and learning.

Context-based learning approach, Mixtures unit, Attitude, Chemistry
  • Acar, B. & Yaman, M. (2011). The effects of context-based learning on students’ levels of knowledge and interest. Hacettepe University Journal of Education, 40, 1-10. Ayvacı, H. Ş., Er Nas, S. & Dilber, Y. (2016). Effectiveness of the context-based guide materials on students’ conceptual understanding: “conducting and ınsulating materials” sample. YYU Journal of Education Faculty, 13(1),51-78. Barker, V. & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course?. International Journal of Science Education, 22(11), 1171- 1200. Bayrak, B. & Erden, A. M. (2007). The evaluation of science curriculum (Fen bilgisi öğretim programının değerlendirilmesi). Kastamonu Education Journal, 15(1), 137-154. Bulte, A. M. W., Westbroek, H. B., De Jong, O. & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063-1086. Cheung, D. (2009). Developing a scale to measure students‟ attitudes toward chemistry lessons. International Journal of Science Education, 31(16), 2185-2203. Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in on-line courses. The American Journal of Distance Education, 19(4), 215-227. Çiğdemoğlu, C. & Geban, Ö. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16, 302-317. DOI:10.1039/C5RP00007F Demircioğlu, H., Ayas, A., Demircioğlu, G., & Özmen, H. (December, 2015). Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states, Asia-Pacific Forum on Science Learning and Teaching, 16(2), Article 4. Demircioğlu, H., Bektaş, F. & Demircioğlu, G. (2018). The effect of teaching of topic of properties of liquids with context based approach on students’ achievement. Dicle University Journal of Ziya Gökalp Faculty of Education, in press. Demircioğlu, H., Demircioğlu, G., & Çalık, M. (2009). Investigating effectiveness of storylines embedded within context based approach: the case for the periodic table. Chemistry Education: Research and Practice, 10, 241-249. Demircioğlu, H., Vural, S. & Demircioğlu, G. (Aralık, 2012). The effect of a teaching material developed based on “REACT” strategy on gifted students’ achievement. Ondokuz Mayıs University Journal of Education Faculty, 31(2), 101-144. Demircioğlu, H., Aşık, T. ve Yılmaz, P. (21-24 May, 2017). Effectiveness of the REACT strategy on students’ conceptual understanding: ‘Water treatment and water hardness’. 1st Eurasian Conference on Language and Social Sciences (ECLSS), Antalya, Turkey. Elmas, R. & Geban, Ö. (2016). The effect of context based chemistry ınstruction on 9th grade students’ understanding of cleaning agents topic and their attitude toward environment. Education and Science, 41(185), 33-50. DOI: 10.15390/EB.2016.5502 Fensham, P. J. & Harlen, W. (1999). School science and public understanding of science, International Journal of Science Education, 21(7), 755-763. Karslı, F. & Yiğit, M. (2017). Effectiveness of the REACT strategy on 12th grade students’ understanding of the alkenes concept. Research in Science & Technological Education, 1-18. DOI: 10.1080/02635143.2017.1295369 Koçak, C. (2011). Evaluation of chemistry topics within the daily life concept. Doctoral Thesis, Hacettepe University Graduate School of Natural and Applied Sciences, Ankara. Kocak, C. & Önen, A. S. (2012). Evaluation of chemistry topics within the daily life concept. Hacettepe University Journal of Education, 42, 262-273. Kutu, H. (2011). Teaching “Chemistry in our lives” unit in the 9th grade chemistry course through context-based ARCS instructional model. Doctoral Thesis, Ataturk University Institute of Educational Sciences, Erzurum. MONE (MEB). (2007). Secondary school 9th year chemistry course curriculum (Ortaöğretim 9. sınıf kimya dersi öğretim programı). Ankara. Özay-Köse, E. & Çam-Tosun, F. (2011). Effect of "context based learning" in students’ achievement about nervous system. Journal of Turkish Science Education, 8(2), 91-106. Pilot, A. & Bulte, A. M. W. (2006). The use of “contexts” as a challenge for the chemistry curriculum: its successes and the need for further development and understanding. International Journal Science Education, 28( 9), 1087 -1112. Şenocak, E. (2011). A study on adaptation of the attitudes toward chemistry lessons scale into Turkish. Journal of Turkish Science Education, 8(2), 114-129. Ulusoy, F. M. (2013). Effect of generative learning model integrated with context-based learning on students’ attitude, motivation and achievement towards chemistry teaching. Master's Thesis, Hacettepe University Graduate School of Science and Engineering, Ankara, Turkey. Yıldırım, G., & Gültekin, M. (Nisan, 2017). Applications of context-based learning in primary 4th class science and technology course. Ahi Evran University Journal of Kırşehir Education Faculty, 18, Special Issue, 81-101. Tay, B. & Akyürek Tay, B. (2006). The effects of attitude on success in social sciences courses. The Journal of Turkish Educational Sciences, 4(1), 73-82. URL 1, http://f.eba.gov.tr/sanlab/index.html
Birincil Dil en
Konular Sosyal
Bölüm Articles
Yazarlar

Yazar: Hulya DEMIRCIOGLU

Yazar: Funda DEMETGUL

Tarihler

Yayımlanma Tarihi : 18 Ağustos 2018

Bibtex @araştırma makalesi { epess457928, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2018}, volume = {9}, pages = {127 - 133}, doi = {}, title = {The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit}, key = {cite}, author = {Demırcıoglu, Hulya and Demetgul, Funda} }
APA Demırcıoglu, H , Demetgul, F . (2018). The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit . The Eurasia Proceedings of Educational and Social Sciences , 9 , 127-133 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/38900/457928
MLA Demırcıoglu, H , Demetgul, F . "The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit" . The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 127-133 <https://dergipark.org.tr/tr/pub/epess/issue/38900/457928>
Chicago Demırcıoglu, H , Demetgul, F . "The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit". The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 127-133
RIS TY - JOUR T1 - The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit AU - Hulya Demırcıoglu , Funda Demetgul Y1 - 2018 PY - 2018 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 127 EP - 133 VL - 9 IS - SN - -2587-1730 M3 - UR - Y2 - 2021 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit %A Hulya Demırcıoglu , Funda Demetgul %T The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit %D 2018 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 9 %N %R %U
ISNAD Demırcıoglu, Hulya , Demetgul, Funda . "The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit". The Eurasia Proceedings of Educational and Social Sciences 9 / (Ağustos 2018): 127-133 .
AMA Demırcıoglu H , Demetgul F . The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit. EPESS. 2018; 9: 127-133.
Vancouver Demırcıoglu H , Demetgul F . The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit. The Eurasia Proceedings of Educational and Social Sciences. 2018; 9: 127-133.
IEEE H. Demırcıoglu ve F. Demetgul , "The Effect of Storylines Embedded within Context Based Learning Approach on Grade 10 Students’ Achievement of Mixtures Unit", The Eurasia Proceedings of Educational and Social Sciences, c. 9, ss. 127-133, Ağu. 2018