A Research on the Generative Learning Model Supported by Context-Based Learning

Abstract

This study is based on the generative learning model which involves context-based learning. Using the generative learning model, we taught the topic of Halogens. This topic is covered in the grade 10 chemistry curriculum using activities which are designed in accordance with the generative learning model supported by context-based learning. The purpose of this study was to ascertain the effects of the activities on students" motivation towards context-based chemistry learning, their attitudes towards chemistry lessons and their level of success in understanding the halogen concepts that were taught. The sample of the study consisted of 60 grade 10 students in a high school in Ankara, Turkey. The study was conducted using a pretest-posttest design with a control group of 30 students and a treatment group of 30 students. The Context-Based Chemistry Motivation Scale, the Attitudes towards Chemistry Scale and the Halogens Achievement Test were used as data collection tools in the study. The study concluded that the context-based learning activities improved students" motivation in learning chemistry and their attitudes towards the chemistry course as well as increasing their achievement levels in the test.

Kemampuan Pemecahan Masalah Dalam Fisika Dengan Pembelajaran Generatif Berbantuan Scaffolding Dan Advance Organizer

“…Temuan dalam penelitian ini memperkuat beberapa penelitian sebelumnya diantaranya adalah penelitian yang dilakukan Tan et al (2001) menyatakan bahwa kemampuan kognitif dan pedagogik memiliki hubungan antara pembelajaran generatif dan berpikir tingkat tinggi yang dapat ditinjau secara singkat. Serta dalam penelitian lain, Ulusoy & Onen (2014) menyatakan bahwa aktivitas pembelajaran berbasis konteks menggunakan model pembelajaran generatif menimbulkan motivasi peserta didik pada pembelajaran kimia bertambah baik dan sikap praktik kimia meningkat kea rah yang baik berdasarkan tingkatan tes yang diberikan. Penelitian Juani et al (2014) menyatakan bahwa kemampuan penalaran matematika peserta didik kelas XI SMK yang diajar dengan model pembelajaran generatif lebih tinggi daripada peserta didik yang diajar dengan model pembelajaran matematika knisley.…”

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

“…Contribution of this paper to the literature  Attempts have made in South Korea to incorporate engineering for K-12 students as part of the technology subject  In South Korea, diverse research experiments have been conducted on attitudes toward engineering because a study tool exists for this purpose  To facilitate a more meaningful educational discussion on the incorporation of engineering in technology education, a study is necessary to investigate the causal relationship between technology-learning motivation and attitudes toward engineering learning motivation has been pursued for every study subject (Bryan, Glynn, & Kittleson, 2011;Halat, Jakubowski, & Aydin, 2008;Glynn, Taasoobshirazi, & Brickman 2007Shihusa & Keraro, 2009;Singh, Granville, & Dika, 2002;Tuan, Chin, & Shieh, 2005;Ulusoy & Onen, 2014;Zusho, Pintrich, & Coppola, 2003). Diverse studies have also been carried out on the subject of technology in an attempt to understand students' learning motivation.…”

Context-Based chemistry teaching: Its impacts on science expectations of pre-service teachers

“…Everyday-life based learning approach is a model that advocates the premise that "learning can be best achieved through contextualizing it within everyday life," which was developed at the beginning of the 80s in order to increase the decreased attention to science classes, specifically to chemistry due to the fact that these courses had been taught abstractly, isolated from everyday life [11]. In the last decade, several everyday life based learning materials and teaching programs have been designed and evaluated [12,2,13,14]. Having been influenced by the studies conducted worldwide, many researchers have published articles in this field, and thus they have also contributed to the ever growing attempts to reconcile everyday life and science [14,15,16,17].…”