| تعداد نشریات | 49 |
| تعداد شمارهها | 1,317 |
| تعداد مقالات | 11,387 |
| تعداد مشاهده مقاله | 24,349,483 |
| تعداد دریافت فایل اصل مقاله | 16,275,272 |
تأثیر آموزش علوم به سبک زمینه محور بر نگرش و عملکرد محیطزیستی دانشآموزان ابتدایی | ||
| فصلنامه علمی آموزش محیط زیست و توسعه پایدار | ||
| دوره 14، شماره 3، خرداد 1405، صفحه 193-214 اصل مقاله (737.06 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/ee.2025.71869.2759 | ||
| نویسندگان | ||
| مریم نعیمی* 1؛ مریم لاریجانی2 | ||
| 1استادیار گروه علوم تربیتی، دانشگاه پیامنور، تهران، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشگاه پیامنور، تهران، ایران | ||
| چکیده | ||
| رفتار محیطزیستی یکی از عوامل مهم و نقشآفرین در حفاظت از محیطزیست است. این رفتار تحت تأثیر عوامل گوناگونی ازجمله ویژگیهای فردی، دانش و نگرش محیطزیستی افراد قرار دارد. همچنین عوامل اجتماعی-اقتصادی و فرهنگی نیز میتواند بر رفتار محیطزیستی افراد مؤثر باشد بر همین سبب، پژوهش حاضر با هدف از این تحقیق بررسی تأثیر آموزش علوم به سبک زمینه محور بر نگرش و عملکرد محیطزیستی دانشآموزان ابتدایی شهر اراک بود. پژوهش حاضر ازلحاظ روش اجرا، جزء پژوهشهای نیمه آزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. جامعه آماری شامل تمامی دانشآموزان دختر پایه پنجم و ششم دوره ابتدایی شهر اراک بود. نمونه پژوهش شامل 50 نفر دانشآموزان دختر دوره ابتدایی، پایه پنجم و ششم بود که بر اساس معیارهای ورود به پژوهش و به روش هدفمند انتخاب و بهصورت تصادفی چندمرحلهای در دو گروه 25 نفری آزمایش (میانگین سنی: 51/0±50/11) و کنترل (میانگین سنی: 48/0±50/11) جایابی شدند ابزار جمعآوری دادهها شامل دو پرسشنامه نگرش زیستمحیطی Dunlap و همکاران (2001) و پرسشنامه عملکرد محیطزیستی Harun و همکاران (2011) بود که در پیشآزمون و پسآزمون بهطور مشابه توسط دانشآموزان پاسخ داده شد. گروه آزمایش طی 7 هفته و هر هفته دو جلسه و هر جلسه 60 دقیقه تحت آموزش علوم به سبک زمینه محور پرداختند. دادهها از طریق آزمون تحلیل کوواریانس یکراهه در نرمافزار Spss نسخه 25 تحلیل شد. نتایج نشان داد که با کنترل نمره پیشآزمون، بین نمرات آزمون نگرش محیطزیستی و عملکرد محیطزیستی، دو گروه تجربی و کنترل در پسآزمون تفاوت معنادار وجود دارد (001/0p=)؛ بنابراین آموزش علوم به روش زمینه محور میتواند راهبردی مؤثر برای بهبود نگرش و عملکرد محیطزیستی در کودکان پنجم و ششم شهر اراک باشد. | ||
| کلیدواژهها | ||
| آموزش علوم؛ سبک زمینه محور؛ نگرش محیطزیستی؛ عملکرد محیطزیستی | ||
| عنوان مقاله [English] | ||
| The Effect of Context-Oriented Science Education on the Environmental Attitude and Performance of Elementary School Students | ||
| نویسندگان [English] | ||
| Maryam Naeemi1؛ Maryam Larijani2 | ||
| 1Assistant Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran | ||
| 2Associate Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| Pro-environmental behavior is one of the significant and important factors in protecting the environment. This behavior is dependent on different factors like individual factors, environmental knowledge and attitude, as well as social, economic, and cultural factors. Therefore, this study aimed to investigate the impact of context-oriented science education on the environmental attitude and performance of primary school students in Arak city. The present study was a semi-experimental study with a pre-test–post-test with control group design. The statistical population included all female students in the fifth and sixth grades of elementary school in Arak city. The research sample included 50 female students in the fifth and sixth grades of elementary school who were selected based on the research entry criteria and through a purposeful method and were randomly assigned to two groups of 25 in a multi-stage experimental group (mean age: 11.50±0.51) and a control group (mean age: 11.50±0.48). The data collection tool included Dunlap's et al. (2001) environmental attitude questionnaire and Harun et al. (2011) environmental performance questionnaire, which were answered similarly by students in the pre-test and post-test. The experimental group underwent context-oriented science education for 7 weeks, two sessions per week, each session lasting 60 minutes. Data were analyzed through one-way analysis of covariance in SPSS software version 25. The results showed that by controlling the pre-test score, there was a significant difference between the environmental attitude and environmental performance test scores of the two experimental and control groups in the post-test (p=0.001). Therefore, teaching science in a context-oriented way can be an effective strategy for improving the environmental attitude and performance of fifth- and sixth-grade children in Arak city. | ||
| کلیدواژهها [English] | ||
| Science Education, Context-Oriented Education, Environment, Environmental Attitude, Environmental Performance | ||
| مراجع | ||
|
Abbas, M. Y., & Singh, R. (2012). “A survey of environmental awareness, attitude, and participation amongst university students: A case study”. International Journal of Science and Research (IJSR), 3(5), 2319–7064. ID: 020132187 Ahmadi Moghaddam, A., Soleimanpour Omran, M., & Esmaeili Shad B. (2021). “Identifying the components of the green curriculum and presenting the desired model in order to promote the environmental culture of the second grade elementary students”. Journal of Environmental Science and Technology, 23(9), 125-138. [In Persian]. https://doi.org/10.30495/jest.2022.56454.5209 Akcay, B. (2009). “Problem-based learning in science education”. Journal of Turkish Science Education, 6(1), 28-38. https://www.researchgate.net/publication/26605577_Problem-Based_Learning_in_Science_Education Alavi, M. (2013). “Analyzing the content of the fourth and fifth grade science textbooks in the academic year 90-91 in relation to environmental education and its protection and providing suitable solutions for curriculum planners in this field”. The First National Conference on Environment, Energy and Biodefense Tehran. [In Persian]. https://dor.isc.ac/dor/20.1001.1.24765686.1400.9.1.10.2 Al-Rabaani, A., & Al-Mekhklafi, M. (2009). “Environmental education in context”. Environmental Education in Context, 1(5), 9–15. https://doi.org/10.1163/9789087909635 Ansarirad, P., Safari, A., & Bashiry oskue, F. (2021). “Environmental education needs assessment for second grade students in district 16 of Tehran”. Educational and Scholastic studies, 9(4), 109-27. [In Persian]. https://dor.isc.ac/dor/20.1001.1.2423494.1399.9.4.5.9 Asadpour, S., Assareh, A., Ahmadi, G. A., & Emamjome, S.M.R. (2022). “A Comparative study of context-based curriculum of experimental sciences in junior secondary school in Iran and selected countries”. Iranian Journal of Comparative Education, 5(3), 2028-2044. [In Persian]. https://dorl.net/dor/20.1001.1.2423494.1399.9.4.5.9 Ataei Asad, M., & Movahedi, R. (2023). “Investigation of pro-environmental behavior of girl students (Case study: Senior secondary school students in Hamadan city)”. Human and Environment Quarterly, 20(4), 87-102. [In Persian]. https://sanad.iau.ir/Journal/he/Article/847830 Azadkhani, P., Sadatnejad, M., & Sharafkhani, J. (2018). “The investigation of environmental ducation and environmental protection behaviors of Ilam high school girl students”. Human and Environmental Quarterly. 44(97), 139-153. [In Persian]. https://sanad.iau.ir/Journal/he/Article/848492?culture=fa. Baran, M., & Sozbilir, M. (2018). “An application of context-and problem-based learning (C-PBL) into teaching thermodynamics”. Research in Science Education, 48, 663-689. https://do.org/10.1007/ s11165-016-9583-1 Begum, A., Liu, J., Haidar, M., Ajmal, M. M., Khan, S., & Han, H. (2021). “Impact of environmental moral education on pro-environmental behaviour: Do psychological empowerment and Islamic religiosity matter”. International Journal of Environmental Research and Public Health, 18(4), 1604. https://doi.org/10.3390/ijerph18041604 Brahuimoghadam, N., & Kahrazehi, M. (2020). “A comparative study of teaching methods used for teaching science in the elementary schools in Iran and the United Kingdom”. Journal of Teacher Professional Development, 5(2), 41-58. [In Persian]. https://dor.isc.ac/dor/20.1001.1.24765600.1399.5.2.3.1 Çepni, S., Özmen, H., & Ayvacı, H. Ş. (2015). “Yaşam (bağlam) temelli, beyin temelli öğrenme kuramları, 21. Yüzyıl becerileri ve FETEMM yaklaşımı ve fen bilimleri öğretimindeki uygulamaları. [Life (context)-based, brain-based learning theories, 21st century skills and STEM approach and its applications in science teaching]”. S. Çepni (Ed.), Kuramdan uygulamaya fen ve teknoloji öğretimi içinde, Ankara: Pegem Akademi. https://avesis.ktu.edu.tr/yayin/6de002d7-52e7-4603-bde3-fbd776b7bab0/yasam-baglam-temelli-beyin-temelli-ogrenme-kuramlari-21-yuzyil-becerileri-ve-fetemm-yaklasimi-ve-fen-bilimleri-ogretimindeki-uygulamalari Chung-Ting, p., & Hsu, S.J. (2020). “Effects of a one-day environmental education program on sixth-graders’ environmental literacy at a nature center in eastern Taiwan”. Sustainability, 12(12), 5043. https://doi.org/10.3390/su12125043 Cigdemoglu, C. (2020). “Flipping the use of science-technology and society issues as triggering students' motivation and chemical literacy”. Science Education International, 31(1), 74-83. https://doi.org/10.33828/sei.v31.i1.8 Contel, T.M., Ferrandis, I. G., & Ferrandis, X. G. (2016). “Light pollution in natural science textbooks in Spanish secondary education”. European Journal of Science and Mathematics Education. 4(2), 129‐139. https://doi.org/10.30935/scimath/9459 Cotton, D. R. E., Warren, M. F., Maiboroda, O., & Bailey, I. (2007). “Sustainable development, higher education and pedagogy: a study of lecturers’ beliefs and attitudes”. Environmental Education Research, 13(5), 579–597. https://doi.org/10.1080/13504620701659061 De Putter-Smits, L. G., Nieveen, N. M., Taconis, R., & Jochems, W. (2022). “A one-year teacher professional development programme towards context-based science education using a concerns-based approach”. Professional development in education,48(3), 1-17. https://doi.org/10.1080/19415257.2020.1712616 Dunlap, R.E., Kent, D.V.L.G., Mertig, A., & Jones, R.E. (2000). “Measuring endorsement of the new environmental ecological paradigm: A revised NEP scale”. Journal of Social Issues, 56, 425-442. https://doi.org/10.1111/0022-4537.00176 Ebrahimi, M., Mohammadi Zeidi, I., Maleki, M. R., & Mohammadi Zeidi, B. (2024). “Explaining the psychological variables effective on pro-environmental behavior in the elementary school students at Qazvin sity: Application of the theory of planned behavior”. Pajouhan Scientific Journal, 22 (1),55-67. [In Persian]. http://dx.doi.org/10.61186/psj.22.1.55 Erdogan, M. (2015). “The effect of summer environmental education program (SEEP) on elementary school students’ environmental literacy”. International Journal of Environmental & Science Education, 10(2), 165-181. https://doi.org/10.12973/ijese.2015.238a Fazeli, F., & Mahdavi Ikdelu. F. (2019). “Studying the status of the existing environmental content of sciences textbooks in the general education course”. Journal of Environmental science and technology, 21(1); 228-243. [In Persian]. https://sanad.iau.ir/Journal/jest/Article/839836/FullText Firmanshah, M. I., Abdullah, N., & Fariduddin, M. N. (2023). “The relationship of school students’ environmental knowledge, attitude, behavior, and Awareness toward the environment: A systematic review”. International Journal of Academic Research in Progressive Education and Development, 12(1), 471–488. [In Persian]. https://doi.org/10.6007/IJARPED/v12-i1/15707 Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok‐Naaman, R. (2005). “Design‐based science and real‐world problem‐solving”. International Journal of Science Education, 27(7), 855-879. https://doi.org/10.1080/09500690500038165 Gebre, E., Saroyan, A., & Bracewell, R. (2014). “Students’ engagement in technology rich classrooms and its relationship to professors’ conceptions of effective teaching”. British Journal of Educational Technology, 45(1), 83-96. https://doi.org/10.1111/bjet.12001 Georgopoulos, A., Birbili, M., & Dimitriou, A. (2011). “Environmental education (EE) and experiential education: A promising “marriage” for greek pre-school teachers”. Creative Education. 2(2). 114-120. http://dx.doi.org/10.4236/ce.2011.22016. GHassami, F., Shobeiri, S. M., Larijani, M., & Farahmand Rad, S. H. (2017). Fuzzy Multiple Attribute Decision Making Model for Choosing Environmental Education Method in Vocational and Technical Schools. Journals of Environmental Education and Sustainable Development, 5(3), 53-73. https://dor.isc.ac/dor/20.1001.1.23223057.1396.5.3.4.7 Ghassami, F., Shobeiri, S.M., Larijani, M., & Farahmand rad, SH. (2017). “Fuzzy multiple attribute decision making model based on the environmental competency criteria for choosing an environmental education method in vocational and technical schools”. Journals of Environmental Education and Sustainable Development, 5(3), 53-73. [In Persian]. https://dor.isc.ac/dor/20.1001.1.23223057.1396.5.3.4.7 Ghosh, k. (2014). “Environmental Awareness among secondary school students of golaghat district in the state of assam and their attitude towards environmental education”. IOSR Journal of Humanities and Social Science (IOSR- JHSS), 19(3), 30-34. http://dx.doi.org/10.9790/0837-19323034 Gifford, R., & Nilsson, A. (2014). “Personal and social factors that influence pro-environmental concern and behavior: A review”. International Journal of Psychology, 49: 141-157. https://doi.org/10.1002/ijop.12034 Gunderman, R.B. (2006). Achieving excellence in medical education. London: pringer. http://dx.doi.org/10.1007%2F978-0-85729-307-7 Hajilo, A., Bahmanpour, H., Zaimdar, M., & Tagvi, L. (2018). “Identifying the environmental training needs of Tehran Municipality employees and providing an educational model based on the DACUM model”. Environmental Science & Technology, 21(2), 267-283. https://sid.ir/paper/87105/en Hart, P. (2007). “Environmental Education”. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 689-728). US: Lawrence Erlbaum. https://doi.org/10.4324/9780203824696 Harun, R., Kuang Hock, L., & Othman, F. (2011). “Environmental Knowledge and Attitude among Students in Sabah”. World Applied Sciences Journal, 14, 83-87. https://www.researchgate.net/publication/266294448_Environmental_Knowledge_and_Attitude_among_Students_in_Sabah Hassan, A., & Ismail, M.Z. (2011). “The infusion of environmental education (EE) in chemistry teaching and students’ awareness and attitudes towards environment in Malaysia”. Procedia Social and Behavioral Sciences, 15, 3404-3409. https://doi.org/10.1016/j.sbspro.2011.04.309 Hoang, T.T.P., & Kato, T. (2016). “Measuring the effect of environmental education for sustainable development at elementary schools: A case study in da Nang city, Vietnam”. Sustainable Environment Research, 26, 274-286. https://doi.org/10.1016/j.serj.2016.08.005 Hodson, D. (2003). “Time for action: science education for an alternative Future”. International Journal of Science Education, 25, 645 – 670. https://doi.org/10.1080/09500690305021 Hosany, A. S., Hosany, S., & He, H (2022). “He Children sustainable behaviour: a review and research agenda”. Journal of Business Research., 147, 236-257, https://doi.org/10.1016/j.jbusres.2022.04.008 Ilhan, N., Yildirim, A., & Yilmaz, S. S. (2016). “The effect of context-based chemical equilibrium on grade 11 students' learning, motivation and constructivist learning environment”. International Journal of Environmental & Science Education, 11(9), 3117-3137. DOI: 10.12973/ijese.2016.919a Jickling, B. (2001). “Environmental thought, the language of sustainability and digital watches”. Environmental Education Research. 7(2), 167-180. https://doi.org/10.1080/13504620120043171. King, D., & Henderson, S. (2018). “Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts”. International Journal of Science Education, 40(10), 1221-1238. https://doi.org/10.1080/09500693.2018.1470352 Kortland, J. (2011). “Scientific literacy and context-based science curricula: Exploring the didactical friction between context and science knowledge”. In D. Hoettecke Ed.), Naturwissenschaftliche Bildung als Beitrag zur Gestaltung partizipativer Demokratie (pp. 17-31). Berlin: LIT Verlag. Paper presented as a keynote address at the GDCP Conference, September 13-16, 2010, Potsdam (Germany). Krettenauer, T. (2017). “Pro-environmental behavior and adolescent moral development”. J Res Adolesc, 27(3):581-93. PMID: 28776840. https://doi.org/10.1111/jora.12300 Lange, F., & Dewitte, S. (2019). “Measuring pro-environmental behavior: review and recommendations”. Environ. Psychol, 63, 92-100, https://doi.org/10.1016/J.JENVP.2019.04.009 Lemke, J. L. (2001). “Articulating communities: Sociocultural perspectives on science education”. Journal of Research in Science Teaching, 38(3), 296-316. https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R Lesley, G., & Putter, S. (2012). “Science teachers designing context-based curriculum materials: developing context-based teaching competence.” (Doctoral dissertation). University of Eindhoven, The Netherlands. https://doi.org/10.6100/IR724553 Liu, S. Y., Yeh, S. C., Liang, S. W., Fang, W. T., & Tsai, H. M. (2015). “A national investigation of teacher’s environmental literacy as a reference for promoting environmental education in Taiwan”. Journal of Environmental Education, 46(2), 114–132. https://doi.org/10.1080/00958964.2014.999742 Michalos, A. C., Creech, H., Swayze, N., Kahlke, P. M., Buckler, C., & Rempel, K. (2012). “Measuring knowledge, attitudes and behaviours concerning sustainable development among tenth grade students in manitoba”. Social Indicators Research, 106(2), 213–238. https://doi.org/10.1007/s11205-011-9809-6 Nagarajan, S., & Overton, T. (2019). “Promoting systems thinking using project-and problem-based learning”. Journal of Chemical Education, 96(12), 2901-2909. https://doi.org/10.1021/acs.jchemed.9b00358 Paitakhti Oskouei, A., Babazadeh, M., & Tabaghchi Akbari, L. (2019). “The impact of educational factors on environmental behaviors in Iran”. Sociological Studies, Eleventh Year. (42), 23-39. https://doi.org/10.22034/ap.2019.668482 Patterson, E. A., Campbell, P. B., Busch-Vishniac, I., & Guillaume, D. W. (2011). “The effect of context on student engagement in engineering”. European Journal of Engineering Education, 36(3), 211-224. https://doi.org/10.1080/03043797.2011.575218 Pauw, J. B. de, Gericke, N., Olsson, D., & Berglund, T. (2015). “The effectiveness of education for sustainable development”. Sustainability (Switzerland), 7(11), 15693–15717. https://doi.org/10.3390/su71115693 Perkins, G. (2011). “Impact of STS: Context-based type of teaching in comparison with a textbook approach on attitudes and achievement in community college chemistry classrooms”. AZ: Arizona State University. https://doi.org/10.30473/ee.2023.67687.2632 Salehi Omran, I., Parhizkar, L., & Hatamifar, Kh. (2017). “Investigating the position of main components of environment teaching in the text books of the sixth grade schools in Iran”. Journals of Environmental Education and Sustainable Development, 5(2), 89-99. [In Persian]. https://dor.isc.ac/dor/20.1001.1.23223057.1395.5.2.7.4 Seif, A. (2014). Modern Educational Psychology, 7th edition, Tehran, Doran Publications. [In Persian] Sevian, H., Dori, Y. J., & Parchmann, I. (2018). “How does STEM context-based learning work: What we know and what we still do not know”. International Journal of Science Education, 40(10), 1095-1107. https://doi.org/10.1080/09500693.2018.1470346 Sharafi, M., Mahmoudi, S., & Hossain Bar, B. (2021). “The effectiveness of the nature school's exploratory training method on the environmental knowledge, environmental behavior and attitude of elementary students”. Journal of New Approaches in Educational Administration, 12(1), 15-27. [In Persian]. https://doi.org/10.30495/jedu.2021.19422.4035 Simplicio, N. D., Cordova, B. C., & Oliveira-Filho, E. C. (2016). “Analysis of the approach to parasitic cycles in Brazilian science textbooks as a tool for education in health and environment”. International Journal of Environmental & Science Education, 11(5), 867-880. http://dx.doi.org/10.12973/ijese.2016.345a Simsekli, Y. (2015). “An implementation to raise environmental awareness of elementary education students”. Procedia-Social and Behavioral Sciences, 191, 222-226. https://doi.org/10.1016/j.sbspro.2015.04.449 Soltani, M. (2010). “Assessing the impact of environmental awareness of students on environmental activities during travel”. MSc. student thesis. Faculty of educational Sciences, Payame noor University of Tehran. [In Persian] https://doi.org/10.30473/ee.2023.66904.2614 Suárez, V.R., Acosta-Castellanos, P.M., Castro Ortegon, Y. A & Queiruga-Dios, A. (2023). “Current state of environmental education and education for sustainable development in primary and secondary (K-12) schools in poyacá, colombia”. Sustainability, 15(13), 10139. https://doi.org/10.3390/su151310139. Sukarjita, I. W., Ardi, M., Rachman, A., Supu, A., & Darma, D. G. (2015). “The Integration of environmental education in science materials by using motoric learning model”. Journal of International Education Studies. 8(1). 152-159. http://dx.doi.org/10.5539/ies.v8n1p152 Textbook Planning and Writing Office. (2011). “Curriculum guide”. experimental sciences for the Six-Year primary school. Tehran: educational research and planning organization, ministry of education. [In Persian] https://doi.org/10.22034/ijce.2022.287345.1315 Timss. (2016). “Trends in International Mathematics and Science Study”. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss-landing.html United Nations. (2015). “The 17 Goals”. Available at: https://Sdgs.Un.Org/Goals [Accessed on 20th October 2023]. https://sdgs.un.org/ Uyar, y., & Ensar, F. (2016). “Does mother tongue education support development of environmental literacy in Turkey? An analysis of Turkish course books”. International Journal of Environmental & Science Education. 11(1), 1-8. http://dx.doi.org/10.12973/ijese.2015.285a Valdmann, A., Rannikmae, M., & Holbrook, J. (2016). “Determining the effectiveness of a CPD program enhancing science teachers’ self-efficacy towards motivational context-based teaching”. Journal of Baltic Science Education, 15(3), 284. https://doi.org/10.33225/jbse/16.15.281 Van Dulmen, T. H. H., Visser, T. C., Pepin, B., & McKenney, S. (2022). “Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research”. Research in Science & Technological Education. 41(4), 1617-1638. https://doi.org/10.1080/02635143.2022.2070147 Vogelzang, J., Admiraal, W. F., & van Driel, J. H. (2019). “Scrum methodology as an effective scaffold to promote students’ learning and motivation in context-based secondary chemistry education”. EURASIA Journal of Mathematics, Science and Technology Education, 15(12), 1783. https://doi.org/10.29333/ejmste/109941 Walan, S., Mc Ewen, B., & Gericke, N. (2016). “Enhancing primary science: An exploration of teachers’ own ideas of solutions to challenges in inquiry-and context-based teaching”. Education, 3-13, 44(1), 81-92. https://doi.org/10.1080/03004279.2015.1092456 Yilmaz, S. S., Yildirim, A., & Ilhan, N. (2022). “Effects of the context-based learning approach on the teaching of chemical changes unit”. Journal of Turkish Science Education, 19(1), 218-241. https://doi.org/ 10.36681/tused.2022.119 Yu, K. C., Fan, S. C., & Lin, K. Y. (2015). “Enhancing students’ problem-solving skills through context- based learning”. International Journal of Science and Mathematics Education, 13, 1377-1401. https://doi.org/10.1007/s10763-014-9567-4 | ||
|
آمار تعداد مشاهده مقاله: 120 تعداد دریافت فایل اصل مقاله: 149 |
||