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

• Published in: Canadian journal of science, mathematics and technology education Vol. 23; no. 1; pp. 27 - 47
• Main Authors: Gungor, Busra Arik, Saracoglu, Sibel, Metin, Mustafa
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01-03-2023; Springer; Springer Nature B.V
• Subjects: Classroom management; Classroom Techniques; Classrooms; Cognitive ability; Content analysis; Context; Context Effect; Education; Educational Policy; Engineering/Technology Education; Inservice Education; Inservice Teacher Education; Interviews; Learning; Materials selection; Mathematics Education; Media Selection; Program Content; Qualitative research; Relevance (Education); Schools; Science Education; Science Instruction; Science Teachers; Secondary School Teachers; Self Management; Semi Structured Interviews; Teacher Attitudes; Teacher Competencies; Teachers; Teaching; Teaching Methods; Time Management; Qualitative research; Context-based learning; Science education; Science teachers
• ISSN: 1492-6156; 1942-4051
• DOI: 10.1007/s42330-023-00266-1

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.