DETERMINATION OF PRE-SERVICE SCIENCE TEACHERS’ VIEWS REGARDING CONTEXT-BASED LEARNING PRACTICES

Abstract

The aim of this study is to determine the opinions of pre-service science teachers about context-based learning activities prepared in the matter and heat unit. The case study, which is a type of qualitative research method design, was used in the study. In this study, the participants were determined by using easily accessible situation sampling from purposeful sampling types. The study group consists of three third-grade science teacher candidates studying at a state university in the 2018-2019 academic year. The data was obtained through semi-structured open-ended questions. The interview form was formed and was controlled by two science education experts. Content analysis was performed by creating codes, categories, and themes.

According to the findings obtained in the research; many positive aspects of the Context-Based Learning approach have been identified. These; meaningful learning, increasing student's interest and motivation in the lesson, gaining problem-solving skills, the emergence of creative ideas, transfer of knowledge, a transformation of theoretical knowledge into practical knowledge, increasing awareness of daily problems, and finding solutions to these problems are among the contributions of this approach. It was emphasized that the need to pay attention to individual differences and classroom management during the implementation of this method and that increasing the experience of the teacher who is the guide during the application will contribute to the process. Based on the findings, it was concluded that this approach can be used in science lessons and it will make many positive contributions to the student.