The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

Abstract

This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students' wish-to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre-and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students' motivation and interest in science education.

Context-Based Chemistry Learning: A Systematic Literature Review

“…The existence of the context presented in learning can help students make connections between concepts and contexts through the directions given by the teacher. The context presented in context-based chemistry learning includes chemical phenomena in life and the surrounding environment so that it can attract attention, interest, and motivation to learn from students and make learning more relevant and realistic (Broman & Parchmann, 2014;Ilhan et al, 2016;Magwilang, 2016;Vogelzang et al, 2021;Baran & Sozbilir, 2018;Slovinsky et al, 2021;Yuliastini et al, 2018;Edelsztein et al, 2020). This is very contrary to conventional learning which is often applied today which tends to make students get bored more quickly in learning because learning activities are more inclined to the explanations given by the teacher.…”

“…Based on the diagram, information is obtained that inquiry learning is generally most integrated with context-based chemistry learning. During the learning process students are directed to construct their understanding from various related contexts and seek relevance to the concept of the topic of the material being studied so that it is more applicable (Magwilang, 2016;Ilhan et al, 2016;Vaino et al, 2012;Broman & Parchmann, 2014;Karpudewan & Mathanasegaran, 2018;Slovinsky et al, 2021;Giammatteo & Valdivia, 2021).…”

Interest, identity and perceptions: What makes a food technologist?

“…A core challenge remains in how to give the students a broad enough set of contextual and authentic experiences to support their formation as food technologists at an earlier stage. "Context-based courses" are increasingly used to address this challenge currently facing science education: a lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students and lack of transfer of learning to new contexts (Taconis et al, 2016;Slovinsky et al, 2021). More professional and context-based practices starting early on will help the students acquire an appropriate image of their future profession and develop a realistic professional identity.…”

“…“Context-based courses” are increasingly used to address this challenge currently facing science education: a lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students and lack of transfer of learning to new contexts (Taconis et al. , 2016; Slovinsky et al. , 2021).…”

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

“…Numerous investigations describe the positive impact of the use of SSI on the development of argumentation skills [45,46], motivation [47], environmental awareness [48] and critical thinking [49]. However, this effect does not necessarily follow from specific learning content but instead comes from the methodology that uses an SSI as support.…”