The Effect of Teaching Practices with Real Life Content in “Heat and Temperature” and “Movement and Force” Learning Areas
Abstract
In this study, it is aimed to investigate the effect of the Context-based Instruction Applications, prepared using verbal problems with real-life content and scenarios, on the level of pre-service teachers' learning areas of "heat and temperature" and "movement and force" and their level of creating contexts in daily life. The effect of the Context-based Instruction Applications the pre-service science teachers’ level of associating science subjects and concepts with daily life was investigated. The research, which was conducted based on the single group pre-test and post-test experimental pattern, was carried out with 30 pre-service science teachers and data were collected with open-ended questionnaires prepared related to the use of learning areas in real life. At the end of the research, an increase was determined in the pre-service teachers’ levels of associating the learning fields with daily life, that is, creating contexts between concepts and daily life. In addition, after the applications, it was observed that the pre-service teachers made associations more detailed and with different real-world application areas in real life.References
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De Putter-Smits, L. G. A., Taconis, R., & Jochems, W. M. G. (2013). Mapping context-based learning environments: The construction of an instrument. Learning Environments Research, 16(3), 437-462.
De Putter-Smits, L. G., Taconis, R., Jochems, W., & Van Driel, J. (2012). An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials. International Journal of Science Education, 34(5), 701-721.
Dede Er, T., Şen, Ö. F., Sarı, U., & Çelik, H. (2013). The level of association for primary school students between science and technology course and daily life. Journal of Research in Education and Teaching, 2(2), 209-216.
Demircioğlu, H., Bektaş, F., & Demircioğlu, G. (2018). Sıvıların özellikleri konusunun bağlam temelli yaklaşımla öğretiminin öğrenci başarısı üzerindeki etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 33, 13-25.
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, 12(5).
Demircioğlu, I. H. (2008). Using historical stories to teach tolerance: The experiences of Turkish eighth-grade students. The Social Studies, 99(3), 105-110.
Doğan, S., Kırvak, E., & Baran, Ş. (2004). The levels of secondary school students making connection between daily life and the knowledge gained during biology lectures. Journal of Education Faculty, 6(1), 57-63.
Erdemir, N., & Bakırcı, H. (2009). The change and the development of attitudes of science teacher candidates towards branches. Kastamonu Education Journal, 17(1), 161-170.
Eryılmaz, S., & Kaya, Ö. (2011). Students'association levels of light knowledge acquired in science and technology courses with daily life. Western Anatolia Journal of Educational Science, Special Issue, 391-396.
Finkelstein, N. (2005). Learning physics in context: A study of student learning about electricity and magnetism. International Journal of Science Education, 27(10), 1187-1209.
Fragkiadaki, G., & Ravanis, K. (2016). Genetic research methodology meets early childhood science education research: A Cultural-Historical study of child’s scientific thinking development.
Frederik, I., Der Valk, T. V., Leite, L., & Thorén, I. (1999). Pre-service physics teachers and conceptual difficulties on temperature and heat. European Journal of Teacher Education, 22(1), 61-74.
Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837.
Glynn, S., & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. Exemplary science: Best Practices in Professional Development, 75-84.
Göçmençelebi, Ş. İ. & Özkan, M. (2011). Bilimsel yayınları takip eden ve teknoloji kullanan ilköğretim öğrencilerinin fen dersinde öğrendiklerini günlük yaşamla ilişkilendirme düzeyleri bakımından karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 287-296.
Gönen, S., & Akgün, A. (2005). The investigation of applicability of worksheet was developed about relationship between heat and temperature concepts. Electronic Journal of Social Sciences, 3(11), 92-106.
Güneş, T., & Demir, S. (2007). İlköğretim müfredatındaki hayat bilgisi derslerinin, öğrencileri fen öğrenmeye hazırlamadaki etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 169-180.
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Gürsoy-Köroğlu, N. (2011). Yaşam temelli öğrenme yaklaşımının, öğretmen adaylarında çevreye yönelik ilgi, tutum ve çevre bilinçli tüketici davranışlarının incelenmesi (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Harris, J., George, N. R., Hirsh-Pasek, K., & Newcombe, N. S. (2018). Where will it go? How children and adults reason about force and motion. Cognitive Development, 45, 113-124.
Hürcan, N., & Önder, İ. (2012, Haziran). İlköğretim 7. sınıf öğrencilerinin fen ve teknoloji dersinde öğrendikleri fen kavramlarını günlük yaşamla ilişkilendirme durumlarının belirlenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi içinde (s. 27-30). Niğde: Niğde Üniveristesi.
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Published
2022-11-15
How to Cite
AKAR, Muhammed Said et al.
The Effect of Teaching Practices with Real Life Content in “Heat and Temperature” and “Movement and Force” Learning Areas.
European Journal of Physics Education, [S.l.], v. 13, n. 2, p. 30-52, nov. 2022.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/332>. Date accessed: 26 apr. 2024.
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