Context-based Learning Approach Research Articles

Does Context-Based Learning Increase Academic Achievement and Learning Retention?: A Review based on Meta-Analysis

The meta-analysis focuses on examining the effects of context-based learning on students' academic achievement and learning retention. A comprehensive search of the available research literature identified a total of 42 studies addressing academic achievement and 10 studies investigating learning retention. The findings of the analysis indicated that context-based learning had a statistically significant positive impact on both academic achievement (g=0.970) and learning retention (g=0.791) when compared to teacher-led instruction. These results were obtained using the random-effects model. To ensure the robustness of the findings, an assessment for publication bias was conducted. The analysis suggested that the observed effects were not influenced by publication bias. However, it is important to note that there was a notable variability in effect sizes across the included studies. To explore potential factors contributing to this heterogeneity, moderator analysis was performed on five possible moderator variables. The results of moderator analysis revealed that the impact of context-based learning on academic achievement was only moderated by group size. Specifically, studies with fewer than 50 participants demonstrated a strong effect (g=1.116), as did studies with 50-100 participants (g=1.096). On the other hand, studies with more than 100 participants exhibited a modest effect (g=0.498). These findings suggest that group size plays a role in moderating the effects of context-based learning on academic achievement. It implies that smaller groups may provide a more conducive environment for implementing context-based learning approaches, resulting in stronger effects compared to larger groups.

Content Analysis of Theses on Context-Based Learning Approach in Science Education

Bu çalışmanın amacı, fen eğitiminde bağlam temelli öğrenme (BTÖ) yaklaşımı ile ilgili 2010-2021 yılları arasında Türkiye’de yayımlanan tezlerin betimsel içerik analizini yapmaktır. Nitel araştırma yönteminin kullanıldığı bu çalışmada fen eğitiminde BTÖ konusu ile ilgili Yüksek Öğrenim Kurulu [YÖK] Ulusal Tez Merkezi’nde yayımlanan 31 tez; yayın türü/yılı, amaç, yöntem, örneklem grubu, örneklem sayısı, veri toplama aracı, veri analiz türü, bulgular ve öneriler değişkenlerine göre analiz edilmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Fen eğitiminde BTÖ yaklaşımı konusunda en fazla tez çalışması 2019 yılında yayımlanmıştır ve yüksek lisans tezleri ağırlıktadır. En fazla çalışma, BTÖ yaklaşımının başarı ve tutum üzerine etkilerini belirleme amaçlıdır. Tezlerin yöntemi bölümü incelendiğinde araştırma yöntemi olarak en fazla nicel yöntemlerden deneysel yöntemin kullanıldığı belirlenmiştir. Araştırmaların çoğunluğu ortaokul öğrencileri ile ve 0-100 aralığındaki katılımcı sayısıyla gerçekleştirilmiştir. Yapılan araştırmalarda veri toplama aracı olarak başarı testleri ve tutum ölçekleri, veri analiz tekniklerinden de içerik analizi ve t-testinin yoğun olarak kullanıldığı tespit edilmiştir. Tezlerde BTÖ yaklaşımının fen eğitiminde başarıyı artırdığı ve derse karşı olumlu yönde tutum geliştirdiği sonuçlarının elde edildiği belirlenmiştir. En fazla önerinin ise programlarda BTÖ yaklaşımına yer verilmesi yönünde olduğu görülmüştür. Çalışma sonuçlarına göre; fen eğitiminde BTÖ konulu doktora tezleri arttırılabilir; derinlemesine incelemeler yapabilmek için nitel veya karma araştırmalar gerçekleştirilebilir; ilkokul öğrencileri, öğretmenler ve öğretmen adayları ile çalışmalar planlanabilir; nicel çalışmalarda genellenebilirlik için katılımcı sayıları arttırılabilir; fen bilimleri programları ve ders kitapları güncellemelerinde BTÖ yaklaşımına yer verilebilir.

The effectiveness of the context-based learning approach in acquiring scientific concepts in science for primary school students

The effectiveness of the context-based learning approach in acquiring scientific concepts in science for primary school students

Context-based learning for BIM: simulative role-playing games for strategic business implementations

PurposeThis paper presents a set of instrumental case studies for the context-based learning of BIM in the milieu of knowledge-based practice in the AEC industry. The study aimed to examine students' actions and perspectives in a simulated learning environment for real-world BIM processes. The core intent was to provide an in-depth understanding of strategic and functional BIM implementation by synthesizing a suggestive pedagogical framework based on context-based learning approaches.Design/methodology/approachDerived from context-based approaches and experiential learning methods such as role-play, problem-based and active learning, the study involved a set of doctoral-level case studies. In a qualitative research study, these cases were devised and organized around industry-focused simulations on various levels of BIM implementation strategies.FindingsResults from the case studies and the student responses suggest that the comprehensive evaluation of real-world BIM implementation simulations facilitates a solid understanding of the value of BIM. The participation of industry professionals catalyzes the development of strategic and functional BIM competencies.Originality/valueThe study proposes a well-structured and replicable BIM learning framework based on context-based learning approaches. The novel framework is adaptive and flexible for BIM education. It can provide students with the necessary skills, strategic vision and professional competencies for innovative practices in the 21st-century AEC Industry. The simulative learning settings, including the evaluation rubrics and connected instructional methods, can be implemented and further developed for similar education efforts.

Teacher candidates' proficiency in utilising the REACT strategy through experimental activities

It is known that the success of a science education reform depends considerably on science teachers' knowledge, skills and activities. In accordance with this, the aim of this study is to investigate the proficiency of science teacher candidates in the use of the REACT strategy through their experimental science activities within the scope of context-based learning approach. Within this context, this study was designed in the form of a longitudinal analysis, performances were analysed periodically, and the transformation was pursued. The data obtained from documents by means of a content analysis was presented via graphical instruments through converting it into quantitative data by means of the rubric which was developed by the researchers. According to the longitudinal analysis findings, it was observed that the teacher candidates' performance in utilising the REACT strategy is parallel to the ascending number of activities.

High school students’ understanding of molecular representations in a context-based multi-model chemistry learning approach

ABSTRACT Context-Based Learning (CBL) and learning through developing and using models are two important teaching approaches for chemistry conceptual understanding. We aimed to examine the influence of a CBL approach on students’ understanding of Multiple Models of Knowledge Representations (MMKRs) and multiple molecular representations. Research participants included high-school students in three different research groups. The context-based group (N = 271) studied food chemistry in a CBL approach. The traditional group studied according to the traditional curriculum (high-school organic chemistry), and the traditional + food group studied according to the traditional curriculum, with the addition of food-related topics (N = 99). The context-based group had a greater effect on increasing students’ ability to understand and relate to MMKRs and manipulate and connect among various multiple molecular representations (both indicators for conceptual understanding in chemistry). Food chemistry topics were also beneficial for students who did not learn in a CBL approach, however, with a lower effect. More students in the context-based group have shifted to being high achievers. Additionally, low-achievers have progressed significantly more than medium and high achievers. This research connects CBL to aspects of the practice of ‘developing and using models’ in chemistry, and a way to look at, and assess, conceptual understanding in chemistry.

A Content Analysis Study towards Researches Regarding Context-Based Learning Approach in Science Education by Between Years 2010 and 2020 in Turkey

The purpose of this study is to study research regarding the context-based learning approach in science education between 2010 and 2020 in Turkey. In this study, a descriptive content analysis method was used to analyzed 86 articles on context-based learning in science education published in 67 different journals. According to some variables such as the year of publication, purpose, area, method, sample, number of samples, data collection tool and data analysis techniques. The Research Classification Form developed by the researchers was used in the analysis of the data. The data were analyzed using descriptive content analysis. Most studies in the field of context-based learning approaches in science education were published in 2019. Most of the studies aimed to determine the effects of the method on achievement and attitude and were carried out within science. The experimental method was preferred among the quantitative methods in the studies. Most of the studies were conducted with secondary school students, and the number of participants was in the range of 0-100. Achievement tests and attitude scales were used extensively as data collection tools, and content analysis and t-test were used extensively in data analysis techniques. According to the results obtained in the research, it is suggested that the researches on the context-based learning approach should be conducted in areas other than science education.

Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit

Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit

Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems

ABSTRACT Background To make students more interested and engaged in science, new teaching approaches have been developed aiming at higher order thinking. Context-based learning approaches emanate from an idea that science content knowledge should be presented in a relevant context for students to improve their learning outcomes as well as making them more engaged in science. Previous research on context-based learning approaches has shown positive results; however, researchers and teachers need to explicitly consider which aspects of the contextual settings young students perceive as interesting and relevant to improve chemistry education. Purpose In this paper, the constructs of ‘interest’ and ‘relevance’ are explored to analyse which aspects of open-ended chemistry problems engage students. Sample and Design Both qualitative interview data and quantitative survey data are elaborated on in three subsequent studies with Swedish upper secondary chemistry students. Students’ statements when discussing contextualisation of chemistry problems are analysed in relation to analytical frameworks to explore students’ perceived interest and relevance. Results The results highlight the importance of connections to personal dimensions in chemistry to make students more engaged and interested in chemistry. The language of the context-based problems is also found essential as the students indicate trigger-words in the tasks influencing perceived interest and relevance. This in combination with students’ distinction between high interest as a positive feeling, and high relevance as something important or worthwhile, are important results from this study. Conclusion From the results, conclusions are drawn to help researchers and teachers develop chemistry problems aiming for higher order thinking, but at the same time are found interesting and relevant for the students.

Context-Based Learning Supported by Environmental Measurement Devices in Science Teacher Education: A Mixed Method Research

ABSTRACT Context-based learning has been a highly preferred approach in science education in recent years. However, it can be seen that context-based learning has been neglected in environmental education. This study provides clues as to how the context-based learning approach is used in environmental education. It also shows that environmental measurement devices can be used in context-based learning in order to educate prospective science teachers. The aim of the study is to investigate the effect of a context-based learning approach, based on environmental measurement devices, on prospective science teachers’ self-efficacy beliefs and their environmental literacy. Fifty-four Turkish prospective science teachers participated in the study. As a result of the research, it has been determined that the context-based learning approach has a positive effect on the environmental education self-efficacy beliefs of prospective science teachers, and their environmental literacies. The qualitative data showed that the prospective science teachers’ knowledge about environmental problems increased. In addition, positive developments were observed with regard to belief in the self-efficacy of the prospective teachers in terms of environmental education. The results suggest that context-based learning, supported by environmental measurement devices, can be effectively utilised as a framework in courses or extracurricular modules for environmental education.

Content Analysis of Biology Education Research That Used Context-Based Approaches: The Case of Turkey

Even if the topics are abstract in biology education, they are very suitable for association to daily life. The context-based learning approach is one of the approaches that is student-centered and provides a connection between daily life and scientific knowledge. Research has determined that the context-based learning approach increases the students’ learning about the subject, their interest, and motivation by using examples from daily life. In Turkey, the context-based approach first began to be used in chemistry education. This approach was first applied in biology education in 2008. Nineteen theses and articles completed regarding the context-based approach in biology education in Turkey were encountered when researched. All of these studies were done by using experimental methods. It was determined in research conducted with students of different age groups that context-based learning has a positive effect on motivation as well as on academic success. The effect of the method can be investigated by studying different subjects within biology and with different sample groups.

Developing a context-based assessment: Task characteristic facet

The context-based learning (CBL) approach has been recommended by many chemistry educators to improve students’ engagement in the learning chemistry and the perceived chemistry relevance. The use of the context enables the student to apply the content knowledge and see the relevance of chemistry for many aspects of life. CBL is continually discussed by many experts around the world through various studies. The aim is CBL approach may perform better. The design of the context-based assessment affects the success of CBL. The current study highlights on the facet of task characteristics as a critical aspect in the processes of designing context-based assessment through chemistry text. Understanding the task characteristic facet may help the teacher to develop meaningful assessments for students, which may promote various skills in studying chemistry, such as HOTS and multiple representations skills.

The Effect of Context-Based Learning Approach on Prospective Teachers' Understanding of Nanotechnology

Bu çalışmanın amacı, bağlam temelli öğrenme yaklaşımının fen bilgisi ve kimya öğretmen adaylarının nanoteknoloji konusunu anlamaları üzerindeki etkisini tespit etmektir. Çalışma, 4. sınıf Fen Bilgisi (21) ve 4. Sınıf Kimya (10) öğretmen adayları ile yürütülmüştür. Çalışmada, yarı deneysel yöntem kullanılmıştır. Veri toplama aracı olarak “Nanoteknoloji Testi” ve anket kullanılmıştır. Fen Bilgisi ve Kimya öğretmen adaylarının nanoteknoloji konusu hakkında ön bilgilerinin denk olduğu ortaya çıkmıştır. Son testte de öğretmen adaylarının konu hakkında anlamaları arasında anlamlı fark olmadığı görülmüştür. Testten elde edilen verilere göre, nanoteknoloji konusunun öğretiminde kullanılan bağlam temelli öğrenme yaklaşımının her iki grup için de etkili olduğu sonucuna ulaşılmıştır. Anket sonuçlarına göre, çalışmada kullanılan materyallerin ilgi çekici ve konunun anlaşılmasında faydalı olduğu görüşleri ortaya çıkmıştır.

Toward a Context-Based Approach for Software Security Learning

Learning software security is one of the most challenging tasks in the information technology sector due to the vast amount of security knowledge and the difficulties in understanding its practical applications. Conventional teaching approaches give little attention to how to improve the effectiveness of learning in the domain of software security. Context-based learning has been proven to be a sound pedagogical methodology; however, it is still unclear how to synthesize the prescription in the domain of software security. In this article, a context-based approach to software security learning is proposed for structuring and presenting security knowledge. To evaluate the proposed approach, a quasi-experiment was designed and executed in the setting of a university learning environment. The experiment results indicate that the proposed context-based learning approach not only yields significant knowledge gains compared to the conventional approach but also gains better learning satisfaction of students.

Effect of Instruction Based on REACT Strategy: ‘Water Treatment and Water Hardness’

Nowadays, it is of great importance to associate the subjects of the course with daily life. The REACT strategy, which is one of the applications of the context-based learning approach, establishes a relationship between course subjects and real life, thus it contributes to more clearly, more understandable, more interesting and concretization of the subjects. The aim of this study is to investigate the effect of a teaching material developed based on REACT model on grade 10 students’ conceptual understanding, perceptions of inquiry learning skills and attitudes. In this study, quasi-experimental design was used. The research sample consisted of a total of 68 students, 34 were assigned into the experimental group while remaining 34 were assigned into the control group, at Anatolian high school. As data collection tools, “Inquiry Learning Skills Perception Scale”, “Chemistry Attitude Scale” and “Conceptual Understanding Test” that prepared by researchers were used. However, semi-structured interviews were conducted with 18 students that 9 students were at the experimental group and 9 students were at the control group. According to the data obtained, while the REACT strategy resulted in a significant difference in students' conceptual understanding, and inquiry skills but didn’t resulted in a significant difference in students' chemistry attitudes. Keywords : Context based learning approach, REACT strategy, Water treatment and Water hardness DOI : 10.7176/JSTR/5-2-13

Examining High School Students’ Attitudes towards Context Based Learning Approach With Respect to Some Variables

The present study aimed at determining and examining high school first, second, third and fourth class grade students’ attitudes towards context based learning approach with respect to the variables of gender, class grade and school. The study was carried out with a total of 5325 high school students in Turkey (n1(first class grade)=1509, n2(second class grade)1265, n3(third class grade)=1140, n4(fourth class grade)=544; none: 867 Female: 2450, Male: 2866; none:9). In the study, Student Context based Approach Attitude Scale made up of 18 items, whose reliability and validity were calculated, was used as data collection tool. The data collected were analyzed using descriptive analysis, independent samples t-test and ANOVA found in the package software of SPSS 16. The results revealed that the students’ general attitude mean score was 3.01 out of 5. . The results obtained in the study are thought to be important as they not only help determine high school students’ attitudes towards context based learning approach and identify the influence of certain variables on their attitudes but also cover but also cover all the class grades of high school. Moreover, it should be determined to how context based learning approach is applied in educational institutions by the governments.

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

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. Key words: context-based learning approach, conceptual understanding, umbra, lunar and solar eclipses.

The Efficacy of Three Learning Methods Collaborative, Context-Based Learning and Traditional, on Learning, Attitude and Behaviour of Undergraduate Nursing Students: Integrating Theory and Practice.

Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students' behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method.

THE EFFECT OF CONCEPT CARTOONS EMBEDDED WITHIN CONTEXT-BASED CHEMISTRY: CHEMICAL BONDING

The aim of this study was to investigate the effect of concept cartoons embedded within context-based learning approach on 8th grade students’ alternative conceptions of “chemical bonding”. Within a nonequivalent pretest-posttest control group design, the study was conducted with 45 8th grade students. To gather data, Chemical Bonding Concept Test (CBCT) with 16 multiple choice questions and clinical interviews with 5 open-ended questions was used to probe their conceptions. Clinical interview questions were prepared in parallel with the same alternative conceptions asked in the CBCT. At the end of the study, context-based approach was found effective at remedying alternative conceptions about chemical bonding. On the other hand, although concept cartoons are found powerful tools to remedy alternative conceptions about chemical bonding, they did not show an extraordinary effect. This suggests that we may need to use more than one intervention method to effectively remedy the alternative conceptions in chemical bonding. Key words: alternative conception, chemical bonding, concept cartoons, context-based approach.

Analysing task design and students’ responses to context-based problems through different analytical frameworks

Background:Context-based learning approaches are used to enhance students’ interest in, and knowledge about, science. According to different empirical studies, students’ interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students’ problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies.Purpose:The aim of this paper is to explore traditional and context-based tasks as well as students’ responses to exemplary tasks to identify a suitable framework for future design and analyses of context-based problems. The paper discusses different established frameworks and applies the Higher-Order Cognitive Skills/Lower-Order Cognitive Skills (HOCS/LOCS) taxonomy and the Model of Hierarchical Complexity in Chemistry (MHC-C) to analyse traditional tasks and students’ responses.Sample:Upper secondary students (n=236) at the Natural Science Programme, i.e. possible future scientists, are investigated to explore learning outcomes when they solve chemistry tasks, both more conventional as well as context-based chemistry problems.Design and methods:A typical chemistry examination test has been analysed, first the test items in themselves (n=36), and thereafter 236 students’ responses to one representative context-based problem. Content analysis using HOCS/LOCS and MHC-C frameworks has been applied to analyse both quantitative and qualitative data, allowing us to describe different problem-solving strategies.Results:The empirical results show that both frameworks are suitable to identify students’ strategies, mainly focusing on recall of memorized facts when solving chemistry test items. Almost all test items were also assessing lower order thinking. The combination of frameworks with the chemistry syllabus has been found successful to analyse both the test items as well as students’ responses in a systematic way. The framework can therefore be applied in the design of new tasks, the analysis and assessment of students’ responses, and as a tool for teachers to scaffold students in their problem-solving process.Conclusions:This paper gives implications for practice and for future research to both develop new context-based problems in a structured way, as well as providing analytical tools for investigating students’ higher order thinking in their responses to these tasks.