Yaşam (Bağlam) Temelli, Beyin Temelli Öğrenme Kuramları, 21.Yüzyıl Becerileri ve FeTeMM Yaklaşımı ve Fen Bilimleri Öğretimindeki Uygulamaları

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

“…A "Research Examination Form" has been developed to evaluate articles related to the context-based learning approach in science education within the study context, and this form has been used as a data collection tool. While developing research examination form, studies previously executed by descriptive content analysis in the literature have been investigated (Akkuş, Sarı & Uner, 2012;Chang, Chang & Tseng, 2010;Keklik, 2011;Kızılaslan, Sözbilir & Yaşar, 2012;Selçuk, Palancı, Kandemir & Dündar, 2014) and features that should be present in a scientific article have been examined (Büyüköztürk et al, 2014;Cohen, Manion & Morrison, 2007;Çepni, 2012;Fraenkel, Wallen & Hyun, 2012). In line with examinations made, there are nine chapters as the masthead, year, purpose, study area, approach/method, sample group, sample size, data collection tools, and data analysis techniques.…”

“…Thus, it is necessary to use learning approaches that include practices attracting children's attention and intriguing, contribute to the integration of the learned subject with daily life and improve not only knowledge but also skills, abilities, and capacities. (Çepni, Özmen & Ayvacı, 2015;Flynn, 2019;How Kids Learn Science Best, 2021;Rosa, Mundilarto, Wilujeng & Sulistyani, 2019;Silander 2015). Moving from these requirements, the thought of using a context-based learning approach, foundations of which are based on social structuring in educational programs, has appeared (Çepni, Özmen & Ayvacı, 2015).…”

“…(Çepni, Özmen & Ayvacı, 2015;Flynn, 2019;How Kids Learn Science Best, 2021;Rosa, Mundilarto, Wilujeng & Sulistyani, 2019;Silander 2015). Moving from these requirements, the thought of using a context-based learning approach, foundations of which are based on social structuring in educational programs, has appeared (Çepni, Özmen & Ayvacı, 2015). In this context, in the early 1980s, a group of chemistry educators from York University started to use real-life fiction called Salters stories as a way to achieve their learning goals, and when successful results were achieved, the use of this approach was widespread in many countries (Bennett & Lubben, 2006;Ramsden, 1997;University of York, 2015).…”

“…The purpose of the context-based learning approach is to provide students' learning by associating their previous knowledge and experiences in daily life. The context-based learning approach defends the thought that learning is beneficial only in case based on real-life and performed with strong interactions (Cobos, Castilla & López, 2017;Çepni, Özmen & Ayvacı, 2015). In context-based learning approach, learning desires and efforts of students are tried to be increased by providing awareness between situations in their daily lives and science in a learning process occurring in a social environment, which supports teaching and learning (Demir, 2019;Gilbert, 2006;King, Winner & Ginns, 2011;Sevian, Dori & Parchmann, 2018).…”

THE EFFECT OF ENVIRONMENT EDUCATION SUPPORTED BY CONTEXT-BASED LEARNING APPROACH ON ENVIRONMENTAL ATTITUDES, BEHAVIORS AND SUCCESS OF 7th GRADE SECONDARY SCHOOL STUDENTS

“…YTÖY'nin uygulamasında Dört Aşamalı Model ve REACT stratejisi kullanılmaktadır. REACT, YTÖY'de kullanılan en yaygın stratejidir (Coştu, 2009;Çepni & Özmen, 2012;Ingram, 2003;Ültay & Çalık, 2011). REACT, ismini ingilizce dilindeki aşamalarının baş harfinden almaktadır.…”