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Measures include CMQ, CLEQ, CCAT, and CC-CBQ across experimental and control groups. A significant advantage for the experimental group appears only in CC-CBQ results, with generally positive opinions and concerns about suitability for university entrance exams.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-the-context-based-learning-approach-on-the-teaching-of-chemical-changes-unit/501549/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-the-context-based-learning-approach-on-the-teaching-of-chemical-changes-unit/501549.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which five areas does the study use to evaluate context-based teaching (CBT)?","Question",{"text":112,"@type":113},"The evaluation covers student motivation, constructivist learning environment, student achievement, transfer of chemistry knowledge to daily life, and students’ and teachers’ opinions about implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did CBT affect experimental and control group outcomes?",{"text":117,"@type":113},"The only significant difference favoring the experimental group is in the CC-CBQ results; other measures did not show significant differences according to the study summary.",{"name":119,"@type":110,"acceptedAnswer":120},"What limitation did students and teachers mention regarding CBT?",{"text":121,"@type":113},"Students and teachers generally expressed pleasing opinions about CBT, but they stated that it is not suitable for the university entrance exam.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},501549,1792217078,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Effects of the Context-Based Learning Approach on the Teaching of  \nChemical Changes Unit  \nSibel Sadi Yılmaz 1, Ali Yıldırım 2, Nail İlhan 3  \n1Dede Korkut Faculty of Education, Kafkas University, Turkey, ORCID ID: 0000-0001-7034-4472  \n2Faculty of Education, Mugla Sıtkı Kocman University, Turkey, ORCID ID: 0000-0002-0735-3728  \n3Faculty of Education, Inonu University, Turkey, ORCID ID: 0000-0003-3231-4197  \nABSTRACT  \nIn this study, the effects of context-based teaching (CBT) on the teaching of ‘chemical change unit’ (CCU) was examined under five main headings: student motivation, constructivist learning environment, student achievement, transferring chemistry knowledge to the subjects of daily life, and student and teachers' opinions on the implementation. The effects of CBT on the experimental and control group students were determined by Chemistry Motivation Questionnaire (CMQ), Constructivist Learning Environment Questionnaire (CLEQ), Chemical Changes Achievement Test (CCAT), and Chemical Changes-Context-Based Questions (CC-CBQ) . At the end of the study, the only significant difference found in favour of the experimental group was the results of CBCBQ. Opinions of students and teachers are generally pleasing but they stated that CBT isnot suitable for the university entrance exam. In the assessment of the students, CBT would attract more attention if the exams taken contained context-based questions.  \nARTICLE INFORMATION  \nReceived:  \n20.10.2020 Accepted:  \n14.01.2022  \nKEYWORDS:  \nContext-based teaching, contextbased question, chemical change, learning environment, motivation.  \nIntroduction  \nThe importance given to science education has increased with the rapid advance of science and technology. In the 1970s, rather than education that does not focus on practice in teaching, the training focused on teaching science in daily life started to spread more. In the definitions of scientific literacy, both the practice of science in daily life and the impact of science and technology on society were emphasized. After the 1990s, with the development of science and technology, scientific literacy has come to be viewed as understanding the interaction between science-technology and society within the framework of 'Science-Technology-Society', people's knowledge about how scientific and technological developments are, and they are informed about the effects of these developments on the society, and to be able to express their opinions (Çepni et al., 2004; Holbrook & Rannikmae, 2009) .  \nIn science courses, the teaching of summary information makes subjects abstract and makes science education more difficult for students. Instead, teaching science subjects in relation to life will contribute to making science courses more understandable for students. This will also contribute to students' scientific literacy levels (Ayas, 1995; DeBoer, 2000; Gilbert, 2006) . The importance of research on the assessment of students increased with the increasing importance of education as a result of progress in science and technology. At the same time, some international student assessment programs such as PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study) have been implemented. PISA aims to assess the ability of 15-year-old students to use their knowledge and skills learned in school in daily life (Ministry of National Education [MNE], 2020) . TIMSS aims to evaluate the knowledge and skills students gain in  \nmathematics and science. TIMSS is applied to the 4th and 8th-grade students. The results of international student assessments such as PISA and TIMSS have shown that many countries have common problems in science teaching. Important of these problems; students have problems in using the knowledge of science they have, and they are less interested in science lessons and their interest decreases as they pass to upper grade (Nentwig et al., 2007) . Turkey has similar results (M","cbCaiaYObRzuRjJn","https://ap.wps.com/l/cbCaiaYObRzuRjJn","pdf",1067847,"English","# Abstract\n# Article Information\n# Keywords\n# Introduction\n## Science education and scientific literacy\n## Chemistry education problems\n## Context-based science teaching\n## Context-based questions and transfer","[{\"question\":\"Which five areas does the study use to evaluate context-based teaching (CBT)?\",\"answer\":\"The evaluation covers student motivation, constructivist learning environment, student achievement, transfer of chemistry knowledge to daily life, and students’ and teachers’ opinions about implementation.\"},{\"question\":\"How did CBT affect experimental and control group outcomes?\",\"answer\":\"The only significant difference favoring the experimental group is in the CC-CBQ results; other measures did not show significant differences according to the study summary.\"},{\"question\":\"What limitation did students and teachers mention regarding CBT?\",\"answer\":\"Students and teachers generally expressed pleasing opinions about CBT, but they stated that it is not suitable for the university entrance exam.\"}]","Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit | PDF",1791020452,48]