The effectiveness of the context-based learning approach in acquiring scientific concepts in science for primary school students

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH IJERI-International Journal of Educational Research and Innovation Pub Date : 2023-07-01 DOI:10.21608/erji.2023.293643

Omaima Mahmoud Muhammad Sheshtawy, Supervised by: Prof. Dr. Mona Abdul Saudi, Supervised by: Prof. Dr. Hayat Ramadan

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Abstract

: The aim of the research is to study the effectiveness of the context-based learning approach in acquiring scientific concepts in science for primary school students. The researcher followed the experimental approach with a semi-experimental design with two equal groups (experimental and control). The fourth primary for the academic year 2021-2022, with (60) students for the experimental group and (60) students for the control group, then the experimental group studied the "Movement" unit according to the strategies of the context-based learning approach, which is (REACT strategy) Cooperating (Transferring Learning) The strategy of the five-year learning cycle (preparation, suspense, attention, Engagement, Exploration, Explanation, Expansion, Elaboration, Evaluating), the control group was studied using the usual method of teaching, and the test of acquiring scientific concepts was applied before and after on the experimental and control groups, and the data was processed statistically. And reaching, discussing and interpreting the results. The results showed:

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基于情境的学习方法在小学生科学课中获取科学概念的有效性

摘要本研究旨在探讨情境学习方法在小学生习得科学概念方面的效果。研究人员采用半实验设计的方法，分为两组(实验组和对照组)。第四小学为2021-2022学年，实验组为60名学生，对照组为60名学生，然后实验组根据情境学习方法的策略(REACT策略)合作(迁移学习)五年学习周期策略(准备、悬念、注意、参与、探索、解释、拓展、阐述、评价)对“运动”单元进行学习。对照组采用常规教学方法进行研究，实验组和对照组在学习前后分别进行科学概念习得测试，并对数据进行统计学处理。得出，讨论和解释结果。结果表明:

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