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Perspective of Teachers to Context-Based Learning and Its Use in Science Education

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Abstract

The aim of this study is to determine the thoughts of science teachers about context-based learning and its use in science education. The research was conducted with the case study method of qualitative research. The study group of the research consists of 90 science teachers working in secondary schools. The teachers constituting the study group were determined by the purposive sampling method. The data were obtained from the open-ended questionnaire applied to teachers and semi-structured interviews. The obtained data were analyzed by content analysis method. According to the results of the research, science teachers interpreted the context-based learning approach as presenting examples from daily life. According to science teachers, this approach is advantageous in terms of its contribution to students’ cognitive, affective, interpersonal, and self-management skills. Teachers think that the CBL approach has limitations such as setting the appropriate context for the subject and student level, classroom management in crowded classrooms, and non-compliance with education policies. Teachers stated that they used the approach in teaching many subjects, but they encountered problems such as program content and time management, material selection, appropriate context determination, and classroom management during the teaching process. Teachers do not consider themselves competent in the use of the CBL approach and they want to receive in-service training on this subject.

Résumé

Cette étude cherche à déterminer ce que pensent les enseignants de sciences de l’apprentissage contextuel et de son utilisation dans l’enseignement des sciences. On a mené l’investigation selon la méthode d’étude de cas tirée de la recherche qualitative. Le groupe ciblé par la recherche est composé de 90 enseignants de sciences du secondaire. Ceux-ci furent désignés par le biais de la méthode de l’échantillonnage par choix raisonné. On a recueilli les données à partir d’un questionnaire à réponses libres présenté aux enseignants et à l’aide d’entrevues semi-structurées. Les données obtenues ont été analysées au moyen de la méthode d’analyse de contenu. D’après les résultats de l’étude, les enseignants de sciences ont compris que l’approche de l’apprentissage fondé sur le contexte consistait à présenter des exemples de la vie quotidienne. Selon eux, cette approche contribue avantageusement à augmenter les compétences cognitives, affectives, interpersonnelles et les habiletés nécessaires à l’autonomie des élèves. Les enseignants pensent que l’approche de l’apprentissage contextuel comporte des limites notamment quand il s’agit de définir un contexte approprié selon la matière donnée et le niveau de l’élève, et en ce qui concerne la gestion de la classe dans des salles bondées et le non-respect des politiques éducatives. Les enseignants ont révélé qu’ils utilisent cette approche dans l’enseignement de nombreuses matières, mais qu’ils sont confrontés à des problèmes associés au contenu du programme et à la gestion du temps, la sélection du matériel, la détermination du contexte approprié et la gestion de la classe au cours du processus d’enseignement. Les enseignants ne se croient pas compétents dans l’utilisation de l’approche de l’apprentissage fondé sur le contexte et ils souhaitent recevoir une formation en cours d’emploi sur ce sujet.

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Authors and Affiliations

  1. Kayseri Assessment and Evaluation Center, Ministry of National Education, Kayseri, Turkey

    Busra Arik Gungor

  2. Department of Mathematics and Science Education, Faculty of Education, Erciyes University, 38039, Kayseri, Turkey

    Sibel Saracoglu & Mustafa Metin

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  1. Busra Arik Gungor
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Correspondence to Sibel Saracoglu.

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Gungor, B.A., Saracoglu, S. & Metin, M. Perspective of Teachers to Context-Based Learning and Its Use in Science Education. Can. J. Sci. Math. Techn. Educ. 23, 27–47 (2023). https://doi.org/10.1007/s42330-023-00266-1

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