The Effect of Context-Based Approach on Gifted Students’ Understanding the Topic of Global Warming

Yıl 2023, , 572 - 595, 27.10.2023

Hülya Balaban

https://doi.org/10.18009/jcer.1313695

Öz

The aim of this study is to investigate the effect of context based approach on gifted students’ ability of understanding the global warming subject. A simple experimental method was used in this study. Word Association Test (WAT) which is conducted as a pre-test post-test was used as a data gathering tool. The sample of the study consists of 18 (7 male, 11 female) 7th grade gifted students who took part in the study voluntarily from Science and Art Centre. The results obtained from the present study point to a positive effect of the content-based approach on students’ conceptual understandings and alternative conceptions about the global warming. Thus, the science teachers who would like to make their lessons more enjoyable and challenging can use the context based approach instead of presenting the subject theoretically.

Anahtar Kelimeler

Context based learning, gifted students, global warming

Kaynakça

• Aksay, C., Ketenoğlu, O. & Kurt, L. (2005). Küresel ısınma ve iklim değişikliği [Global Warming and Climate Change]. Selçuk University Faculty of Arts and Science Journal of Science, 25, 29-41.
• Aksüt, P., Doğan, N. & Bahar, M. (2016). If you change yourself, the world changes: The effect of exhibition on preservice science teachers’ views about global climate change. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2933-2947, https://doi.org/10.12973/eurasia.2016.02314
• Altıntaş, E. & Özdemir, A. S. (2015). The effect of differentiation approach developed on creativity of gifted students: Cognitive and affective factors. Educational Research and Reviews, 10 (8), 1191-1201.
• Andersson, B. & Wallin, A. (2000). Students’ understanding of greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 37(10), 1096-1111.
• Arsal, Z. (2010). The Greenhouse effect misconceptions of the elementary school teacher candidates. Elementary Education Online, 9(1), 229-240.
• Avargil, S. & Piorko, R. (2022). High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach. International Journal of Science Education, 1-29.
• Aydın, F. (2010). Secondary school students’ perceptions towards global warming: A phenomenographic analysis. Scientific Research and Essays, 5(12), 1566-1570.
• Balaban, H. & Özdemir, R. (2019). The effect of context-based learning approach on prospective teachers' understanding of nano technology. Journal of Computer and Education Research, 7(14), 314-336. https://doi.org/10.18009/jcer.576978
• Bahar, M., Johnstone, A. H. & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through Word Association Tests. Journal of Biological Education, 33, 134-141, https://doi.org/10.1080/00219266.1999.9655653
• Barker, V. & Millar, R. (1999). Students’ reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course?. International Journal of Science Education, 21(6), 645-665.
• 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.
• Belt, S. T., Leisvik, M. J., Hyde, A. J. & Overton, T. L. (2005). Using a context-based approach to undergraduate chemistry teaching- a case study for introductory physical chemistry. Chemistry Education: Research and Practice, 6, 166-179.
• Bennet, J. & Holman, J. (2002). Context-based approaches to the teaching of chemistry: What are they and what are their effects? In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 165-184). Dordrecht, the Netherlands: Kluwer Academic Press.
• Bennett, J., Lubben, F. & Hogarth S. (2003). A systematic review of the effects of context-based and science technology-society (STS) approaches to the teaching of secondary science. Research Evidence in Education Library [REEL].www.eppi.ioe.ac.uk.
• Bennett, J., Lubben, F. & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347-370.
• Boyes, E. & Stanisstreet, M. (1992).Students’ perceptions of global warming. International Journal of Environmental Studies, 42, 287-300.
• Boyes, E. & Stannisstreet, M. (1993). The greenhouse effect: children's perceptions of causes, consequences and cures. International Journal of Science Education, 15, 531-552.
• Boyes, E., Chuckran, D. & Stannisstreet, M. (1993). How do high school students' perceive global climatic change: What are its manifestations? What are its origins?, what corrective action can be taken?. Journal of Science Education and Technology, 2, 541-557.
• Boyes, E., Skamp, K. & Stannisstreet, M. (2009). Australian secondary students’ views about global warming: Beliefs about actions and willingness to act. Research in Science Education, 39(5), 661-680.
• 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.
• Campbell, J., Waliczek, T. M. & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students, By: Bradley. Journal of Environmental Education, 30(3), 17-21.
• Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education, London: Routledge Falmer.
• Cordero, E. C. (2001). Misconceptions in Australian students’ understanding of ozone depletion. Melbourne Studies in Education, 41, 85–97.
• Çepel, N. (2008).Ekolojik sorunlar ve çözümleri [Ecological problems and their solutions]. Ankara: TUBITAK Popular Science Books.
• Çepni, S., Gökdere, M. & Küçük, M. (2002). Zihinsel alanda üstün yetenekli öğrencilere yönelik Purdue modeline dayalı fen alanında örnek etkinlik geliştirme. Ulusal Fen ve Matematik Eğitimi Kongresi Bildiriler Kitabı, 69-73.
• De Jong, O. (2008). Context-based chemical education: How to improve it?. Chemical Education International, 8 (1), 1-7.
• Demircioğlu, H., Dinç, M. & Çalık, M. (2013). The effect of storylines embedded within context-based learning approach on grade 6 students’ understanding of ‘physical and chemical change’ concepts. Journal of Baltic Science Education (JBSE), 12(5), 682-691.
• Demircioğlu, H. (2012). The effects of storylines embedded within the context-based approach on grade 10 student’ conceptions of the change of states. Energy Education Science and Technology Part B: Social and Educational Studies, 4(4), 2429-2438.
• 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. (2008). Developing instructional materials about the topic of “states of matter” based on the context based approach for primary students teachers and probing their effectiveness. Karadeniz Technical University, Doctoral Thesis, Trabzon, Türkiye.
• Ercan, F., Taşdere, A. &Ercan, N. (2010). Observation of cognitive structure and conceptual changes through word associations tests. Journal of Turkish Science Education, 7(2), 136-154.
• Eroğlu, B. (2009). Fen bilgisi öğretmen adaylarının küresel ısınma hakkındaki bilgi düzeylerinin belirlenmesi [Determination of science teacher candidates’ knowledge levels about global warming]. Master Thesis, Gazi University, Ankara, Turkey.
• Gilbert, J. K. (2006). On the nature of 'context' in chemical education. International Journal of Science Education, 28, 957-976.
• Irwin, A. R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84(1), 5-26.
• Kim, M., Yoon, H., Rae Ji, Y. & Song, J. (2012). The dynamics of learning science in everyday contexts: a case study of everyday science class in Korea. International Journal of Science and Mathematics Education, 10, 71–97.
• King, D. (2007). Teacher beliefs and constraints in implementing a context-based approach in chemistry. Teaching Science - the Journal of the Australian Science Teachers Association, 53(1), 14-18.
• King, D. (2009). Context-based chemistry: Creating opportunities for fluid transitions between concepts and context. Teaching Science - the Journal of the Australian Science Teachers Association, 55(4), 13-20.
• King, D., Bellocchi, A. & Ritchie, S.M. (2008). “Making connections: learning and teaching chemistry in context. Research in Science Education, 38, 365-385.
• Lubben, F., Campbell, B. & Dlamini, B. (1996).Contextualizing science teaching in Swaziland: Some student reactions. International Journal of Science Education, 18(3), 311–320.
• Lueddecke, S. B., Pinter, N. & McManus, S.A. (2001). Greenhouse effect in the classrooms: A project-and laboratory-based curriculum. Journal of Geoscience Education, 49(3), 274-279.
• MEB. (2005). İlköğretim fen ve teknoloji dersi öğretim programı ve kılavuzu (4-5. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
• McKinney, M. &Schoch, R. (2003). Environmental science system and solutions (Third Edition), Canada & London: Jones and Bartlett Publishers.
• Nentwig, P., Parchmann, I., Demuth, R., Grasel, C. & Ralle, B. (2002, October).Chemie im Kontext: From situated learning in relevant contexts to a systematic development of basic chemical concepts. Paper presented at the 2nd International Science Education Symposium on Context-Based Science Curricula. Kiel, Germany.
• Oğuz, D., Çakıcı, I. & Kavas, S. (2011). Environmental awareness of students in higher education. SDU Faculty of Forestry Journal, 12, 34-39.
• Osborne, J., & Dillon, J. (2008).Science education in Europe: Critical reflections. London: King’s College London.
• Pilot, A. & Bulte, A. M. W. (2006). Why do you “need to know”? Context-based education. International Journal of Science Education, 28(9), 953-956.
• Potter N. M. & Overton T. L. (2006). Chemistry in sport: Context-based e-learning in chemistry. Chemistry Education: Research and Practice, 7, 195-202.
• Pruneau, D., Gravel, H., Bourque, W. & Langis, J. (2003).Experimentation with a socio-constructivist to climate change education. Environmental Education Research, 9(4), 429-446.
• Rye, J. A., Rubba, P. A. & Wiesenmayer, R. L. (1997).An investigation of middle school students' alternative conceptions of global warming. International Journal of Science Education, 19, 527-551.
• Sak, U. (2009). Educational programs and services for gifted students in Turkey.In C. J. Maker & S. Schiever (Eds.).Cıırriculum development and teaching strategies for gifted learners (3rd ed., pp. 432–441). Austin, TX: Pro‐ed.
• Schwartz, A. T. (2006). Contextualized chemistry education: the American experience. International Journal of Science Education, 28(9), 977–998.
• Shavelson, R. J. (1974). Methods for examining representations of a subject-matter structure in a student's memory. Journal of Research in ScienceTeaching, 11, 231-249.
• Stinner, A., McMillan, B. A., Metz, D., Jilek, J. M. & Klassen, S. (2003). The renewal of case studies in science education. Science and Education, 12, 617-643.
• Şahin, N. F., Cerrah, L., Saka, A. & Şahin, B. (2004). A practice for student centered ecology course in higher education. Journal of Gazi Educational Faculty, 24(3), 113-128.
• Tekbıyık, A. (2010). Development of course materials integrating context based approach into 5E model in terms of energy unit for 9th grade secondary students. Karadeniz Technical University Doctoral thesis, Trabzon, Turkey.
• Uzuner, Y. (2005). Özel eğitimden örneklerle eylem araştırmaları. Ankara University Faculty of Educational SciencesJournal of Special Education, 6(2), 1-12.
• Yan, X. & Erduran, S. (2008). Arguing online: case studies of pre-service science teachers’ perceptions of online tools in supporting the learning of arguments. Journal of Turkish Science Education (TUSED), 5(3), 2-31.