The Effect of Context-Based Learning on the Attitude Towards the Daily Life Chemistry

While such traditional approaches have dominated mainstream chemistry classrooms throughout the last 20 years, an alternative approach to chemistry teaching has emerged in a minority of classrooms during this time. These pedagogical approaches fall under the umbrella of ‘context-based’ teaching and have been trialled in an attempt to make the learning of chemistry meaningful for students by situating the learning in students’ real-worlds. Every day, more studies focus on teaching models, methods and strategies shaped around active learning-based approaches. One of the teaching methods promoting active participation of students in their learning processes is the “Context-based Learning Model”. The research aims to analyse the effects of the chemistry experiments, which have been prepared according to context-based learning, on the daily life chemistry attitudes of preservice chemistry teachers. The sampling of the study consisted of 17 preservice chemistry teachers studying at Hacettepe University, Faculty of Education.This is a two-dimensional research study where qualitative and quantitative research methods are used together.The effects of designed experiments and materials on preservice chemistry teachers’ attitudes towards everyday life chemistry will be examined. The study was participated by 17 preservice chemistry teachers studying at Hacettepe University, Faculty of Education. This study was conducted using the pre-posttest design involving a treatment group. The treatment group was taught within the context-based teaching model. The scores obtained by participating groups from The Attitudes towards Chemistry Scale (Kocak, 2014).