THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS’ UNDERSTANDING OF ‘PHYSICAL AND CHEMICAL CHANGE’ CONCEPTS

Hülya   Demircioğlu; Mustafa   Dinç; Muammer   Çalik

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THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS’ UNDERSTANDING OF ‘PHYSICAL AND CHEMICAL CHANGE’ CONCEPTS

Title	THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS’ UNDERSTANDING OF ‘PHYSICAL AND CHEMICAL CHANGE’ CONCEPTS
Publication Type	Journal Article
Year of Publication	2013
Authors	Demircioğlu, H, Dinç, M, Çalik, M
Journal	Journal of Baltic Science Education
Volume	12
Issue	5
Start Page	682-691
Pagination	Continuous
Date Published	October/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1075986
Keywords	Alternative Conception, chemical change, context-based learning approach, physical change, science education, storylines
Abstract	Alternative conceptions of ‘physical and chemical change’ concepts to minimize their effects on further learning should be handled at lower secondary school in� that these concepts are formally introduced at grade 6. This study aimed to investigate the effect of storylines embedded within context-based learning approach on grade 6 students’ understanding of ‘physical and chemical change’ concepts. To probe the students’ conceptions, Chemical and Physical Change Concept Questionnaire (CPCCQ) was employed as pre- and post-test. The results indicated that most of the students tended to pay more attention to ‘reversibility’ criterion in distinguishing ‘chemical change’ concept from ‘physical change’ one. Finally, it can be deduced that the storylines embedded within the context-based learning approach not only resulted in a better meaningful learning but also increased student achievement level. To give an opportunity for the students to grasp the relevance of chemistry/science to their lives, the meaning of each daily life concept should be bridged with that in a chemistry context.
URL	http://oaji.net/articles/2015/987-1425810774.pdf
DOI	10.33225/jbse/13.12.682
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