EFFECTS OF THE CONTEXT-BASED APPROACH ON STUDENTS' CONCEPTUAL UNDERSTANDING: “THE UMBRA, THE SOLAR ECLIPSE AND THE LUNAR ECLIPSE”

TitleEFFECTS OF THE CONTEXT-BASED APPROACH ON STUDENTS' CONCEPTUAL UNDERSTANDING: “THE UMBRA, THE SOLAR ECLIPSE AND THE LUNAR ECLIPSE”
Publication TypeJournal Article
Year of Publication2016
AuthorsKarslı, F, Patan, KK
JournalJournal of Baltic Science Education
Volume15
Issue2
Start Page246–260
PaginationContinuous
Date PublishedApril/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1202150
KeywordsConceptual Understanding, context-based learning approach, lunar and solar eclipses, umbra
Abstract

The purpose of this study was to explore the effects of context-based learning approach (CBLA) on 5th grade students’ misconceptions about ‘the umbra, solar and lunar eclipses’. In this study, a quasi-experimental methodology pre-test and post-test design was utilized with control and experimental groups. The study was conducted with 48 5th grade students (aged 10 to 11 years). For the experimental group, the topics were explained using the CBLA while for the control group the 5E teaching model of the constructivist approach was used. For data collection, a two-tier conceptual test and a semi-structured interview were used. Study results indicated that the learning environment designed in accordance with the CBLA was a superior instructional tool than the 5E teaching model learning environment in terms of students' conceptual learning performance and eliminating students' misconceptions. In addition, CBLA helped students to link between the scientific concepts and the context related to the daily life.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1202150
Refereed DesignationRefereed
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