[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588298-105":59,"doc-detail-588298-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","science-lessons-with-daily-life-related-lifebased-learning-model","SCIENCE LESSONS WITH DAILY LIFE RELATED - LIFEBASED LEARNING MODEL","","Associating science course content with daily life situations is a key skill students should develop, especially when abstract concepts cannot be concretized. This case study examines how effectively science teachers can build real-life connections for topics where students struggle. Thirteen science teachers participated via criterion sampling. Semi-structured interviews provided descriptive data. Findings highlight difficulties linked to perceived lesson irrelevance and show most teachers recognize the life-based learning approach but struggle to implement and adopt it consistently.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-lessons-with-daily-life-related-lifebased-learning-model/588298/",{"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/science-lessons-with-daily-life-related-lifebased-learning-model/588298.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study described in the abstract?","Question",{"text":112,"@type":113},"To determine the level of science teachers’ ability to establish real-life relationships with subjects in which students have difficulty.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A case study method was used, with 13 science teachers selected by criterion sampling. Data were collected through semi-structured interviews and analyzed descriptively.",{"name":119,"@type":110,"acceptedAnswer":120},"What key conclusions does the study report?",{"text":121,"@type":113},"Students face learning difficulties in subjects teachers view as unrelated to daily life, and although many teachers are aware of the life-based learning approach, they find it hard to implement and cannot adopt it sufficiently.","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},588298,1792171662,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","SCIENCE LESSONS WITH DAILY LIFE RELATED: LIFEBASED LEARNING MODEL  \nNesibe ÖZKAN, Tolga KURT, Zeynep Ecem ALKIN, Asiye BERBER  \nAbstract: Associating the information intended to be learned in line with the achievements of the science course with daily life, following current situations, and developing solutions to possible problems are among the important skills that students should acquire. This study aims to determine the level of science teachers' ability to establish a real life relationship with the subjects in which students have difficulty in their lessons. The research was conducted with a case study, one of the qualitative research methods. The participants consisted of 13 science teachers selected by criterion sampling method. Data were collected through semi-structured interviews and analyzed descriptively. The findings of the study were evaluated within the scope of the difficulties experienced in relating the lesson to daily life, current thoughts, experiences, and life-based learning approach and two important conclusions were drawn. The first one is that students experience learning difficulties in subjects that teachers characterize as unrelated to daily life. The second is that most of the teachers are aware of the life-based learning approach, but they have difficulties in implementing it and cannot adopt it sufficiently.  \nKey words: Science education, life-based learning, associating with life, science teachers.  \n1. Introduction  \nThe technological infrastructure that develops as a result of the inferences brought by the age sheds light on scientific studies to a great extent and enables the development of these studies. The acquisition of the phenomenon of science to individuals from an early age is realized by integrating it into education and training processes. While providing this integration, students encounter some problems, and one of these problems is that the abstract concepts in the course outcomes cannot be concretized and they cannot establish a connection between science subjects and daily life, resulting in a decrease in their interest in the course and a decrease in their academic outputs (Gilbert et al, 2011; Rofii et al., 2018) . For this reason, there is a need for learning methods that overcome the problems experienced in learning abstract concepts and help to establish a relationship between science and real life, attract students'interest and increase their motivation, and include practices that enable the development of not only the knowledge dimension but also the skill dimension. One of these methods is the Life-Based Learning (LBL) approach, which offers students active learning opportunities in the process.  \nThe first studies on the Life-Based Learning (LBL) approach, which is an output of the constructivist learning approach adopted in the educational process, started in the early 1980s (Barker & Millar, 1999) . In educational studies, it was started to be used in chemistry courses by a group of chemistry teachers and science educators in 1983 (Bennett & Lubben, 2006) . In the application dimension of the life-based learning approach, practices such as developing activities or assessment and evaluation tools are frequently used (Bortnik et al., 2021; Broman & Parchmann, 2014; Nasırlıel & Ünal, 2021; Prins et al., 2018). Alternative methods and the preparation of these applications are basically based on a common goal: associating information with examples from daily life. In this way, the process can be carried out in a way to develop life skills in the integration of analytical thinking, decision-making, creative thinking, entrepreneurship, communication, and teamwork. As a result of constructivist practices, materials and tools prepared based on life-based learning can improve students' academic achievement (Rusçuklu & Özer, 2018; Ulusoy & Onen, 2014), attitudes towards the course (Assi & Cohen, 2023), literacy levels (Bennett et al, 2007; Keskin & Çam, 2019), increase their ","cbCaii28SGCukI19","https://ap.wps.com/l/cbCaii28SGCukI19","pdf",377996,15,"English","# Introduction\n## Life-Based Learning (LBL) approach\n## Rationale for linking science to daily life\n## Science literacy and curriculum aims","[{\"question\":\"What is the main goal of the study described in the abstract?\",\"answer\":\"To determine the level of science teachers’ ability to establish real-life relationships with subjects in which students have difficulty.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A case study method was used, with 13 science teachers selected by criterion sampling. Data were collected through semi-structured interviews and analyzed descriptively.\"},{\"question\":\"What key conclusions does the study report?\",\"answer\":\"Students face learning difficulties in subjects teachers view as unrelated to daily life, and although many teachers are aware of the life-based learning approach, they find it hard to implement and cannot adopt it sufficiently.\"}]","SCIENCE LESSONS WITH DAILY LIFE RELATED - LIFEBASED LEARNING MODEL | PDF",1792064958,38]