Abstract
Students’ associating their knowledge with daily life demonstrates great significance in terms of understanding the importance of topics they learn in school as well as knowing where and how they are used in their daily life. In this context, teachers who will reflect these relationships in learning environments must have sufficient knowledge and experience. In this research, it was aimed to investigate the effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics. The sample consisted of totally 30 fourth class students who were at the department of Science Teaching in the Faculty of Education. In the research, astronomy and electrical learning topics were chosen and activities based on real life problems in these were applied. The data gathered were based on the effects of these activities. The research was conducted following an experimental design and data were collected applying the pre-post test pattern. The data were collected through open-ended questionnaires related to the use of learning topics in daily life. As a result, it was found that the levels of associating the learning topics with daily life were nearly doubled in the field of electrical and astronomy learning topics.
Highlights
The individual realizes that scientific knowledge is the real life itself, combining what he or she learned with events s/he encountered in real life
The statements expressed by the participants between physics learning topics and daily life practices were directly determined; they were grouped under codes and categories to enable more regular presentation of findings and were described with determined frequency values
As the expressions of pre-service teachers in preliminary protocols related to the topic of astronomy in Table 1, it is noticed that totally 8 categories emerged
Summary
The "Context Based Approach", which is a curriculum development approach rather than a teaching approach, is to present scientific concepts with selected contexts in daily life (Barker & Millar, 1999). The context-based curriculum reform brings significant differences to the teaching styles of teachers (King, 2007; Overman et al, 2014) For these reasons, it is necessary to change the pedagogical knowledge of the teachers (King, Bellocchi & Ritchie, 2008). It was aimed to help pre-service teachers to associate astronomy and electric topics that they would teach to their students in their professional lives with daily life. -Do the Teaching Applications with Real Life Content (TARLC) have any effects on the levels of preservice teachers in associating astronomy and electric learning topics with daily life?
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