This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in three groups. REACT strategy of context-based instruction and conventional instruction integrated with context-based activities was used to teach treatment group 1 (TG 1) and treatment group 2 (TG 2) students, respectively. The students in the comparison group (CG) were taught conventional instruction. The data collected using two-tier multiple-choice tests, observation, and semi-structured interviews were analyzed using one-way ANOVA and descriptive analysis. The result showed that there were significant mean score differences between TG 2 and the other two groups in favor of TG 2. Nevertheless, there was no significant difference between TG 1 and CG. This implies that when conventional instruction is integrated with a context-based activity, it has a significantly positive effect on students’ SR skills compared to using a context-based REACT strategy or conventional instruction alone.
The current study aimed to examine the effects of context-based approaches on students’ epistemological beliefs. The study used a quasi-experimental pre-post-test design with two treatment groups (TGs) and one comparison group (CG). A total of 131 grade ten students participated in the study. TG 1 received a relating, experiencing, applying, cooperating, and transferring (REACT) strategy of context-based teaching approach, whereas TG 2 received an instruction that was an integration of conventional instruction and context-based approach. Similarly, the CG received conventional instruction to teach the topic of heredity. The epistemological belief of students was measured using Colorado learning attitude science survey for biology version (CLASS-Bio) questionnaire. We analyzed the data using paired t-test and one-way ANOVA. The result indicated that a significant mean score differences was observed between the groups in favor of the TGs. However, a significant difference was not observed between TG 1 and TG 2. This implies that the context-based approach had a positive effect on students’ epistemological belief shifts towards expertise than the conventional instruction.
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