Perspective of Teachers to Context-Based Learning and Its Use in Science Education

Autor/inn/en	Gungor, Busra Arik; Saracoglu, Sibel; Metin, Mustafa
Titel	Perspective of Teachers to Context-Based Learning and Its Use in Science Education
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 23 (2023) 1, S.27-47 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gungor, Busra Arik) ORCID (Saracoglu, Sibel) ORCID (Metin, Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-023-00266-1
Schlagwörter	Science Teachers; Teacher Attitudes; Science Education; Science Instruction; Teaching Methods; Secondary School Teachers; Relevance (Education); Context Effect; Program Content; Time Management; Media Selection; Classroom Techniques; Teacher Competencies; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Programmgestaltung; Zeitmanagement; Medienwahl; Klassenführung; Lehrkunst; Lehrerfortbildung
Abstract	The aim of this study is to determine the thoughts of science teachers about context-based learning and its use in science education. The research was conducted with the case study method of qualitative research. The study group of the research consists of 90 science teachers working in secondary schools. The teachers constituting the study group were determined by the purposive sampling method. The data were obtained from the open-ended questionnaire applied to teachers and semi-structured interviews. The obtained data were analyzed by content analysis method. According to the results of the research, science teachers interpreted the context-based learning approach as presenting examples from daily life. According to science teachers, this approach is advantageous in terms of its contribution to students' cognitive, affective, interpersonal, and self-management skills. Teachers think that the CBL approach has limitations such as setting the appropriate context for the subject and student level, classroom management in crowded classrooms, and non-compliance with education policies. Teachers stated that they used the approach in teaching many subjects, but they encountered problems such as program content and time management, material selection, appropriate context determination, and classroom management during the teaching process. Teachers do not consider themselves competent in the use of the CBL approach and they want to receive in-service training on this subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01