Content Analysis of Graduate Thesis and Articles on the Context (Life) Based Approach in Science Education in Turkey

Volkan Kaya; Dr. Derya Kaltakçı Gürel

Makale detayları

Content Analysis of Graduate Thesis and Articles on the Context (Life) Based Approach in Science Education in Turkey

Yazarlar:

Volkan Kaya | Dr. Derya Kaltakçı Gürel

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.532-570

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314407

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aims of this study were to examine articles on Context-Based Approach CBA in science education in Turkey between the years 2008-2021 with document analysis method, and to investigate the deficiencies in the field. It was aimed to determine the trends and the general framework on CBA. Using the Science Education ArticleThesis Classification Form developed by the researchers, 172 studies that constitute the sample of this study were examined with the content analysis. MS-Excel and MAXQDA programs were used in the analysis of the data and the findings were presented with percent and frequency tables and graphs. According to the findings obtained from the research, studies on CBA in science education were mostly; in 2019 and 2020, at secondary school level and the sample size was mostly between 31-100. Studies were conducted mostly in the Black Sea region as a region, in Ankara and Trabzon as provinces. Moreover it was observed that these studies were on the topics electricity in physics, particulate nature of matter in chemistry, systems in our body in biology. It was revealed that the mostly studied subject area was teaching. As a research method, quasi-experimental method from quantitative methods; achievement tests as data collection tool and t-test as data analysis method were found to be the most frequently used. It was seen that CBA is often applied together with the REACT model and compared with traditional methods. In quantitative experimental studies, CBA was found to be more effective than other methods. For the benefit of researchers who will work on CBA in science education, bibliography analysis was made and the most cited publications in this field were identified. Based on the findings and results obtained in the study, various suggestions were made to researchers who will conduct new research on CBA.

 The aims of this study were to examine articles on Context-Based Approach CBA in science education in Turkey between the years 2008-2021 with document analysis method, and to investigate the deficiencies in the field. It was aimed to determine the trends and the general framework on CBA. Using the Science Education ArticleThesis Classification Form developed by the researchers, 172 studies that constitute the sample of this study were examined with the content analysis. MS-Excel and MAXQDA programs were used in the analysis of the data and the findings were presented with percent and frequency tables and graphs. According to the findings obtained from the research, studies on CBA in science education were mostly; in 2019 and 2020, at secondary school level and the sample size was mostly between 31-100. Studies were conducted mostly in the Black Sea region as a region, in Ankara and Trabzon as provinces. Moreover it was observed that these studies were on the topics electricity in physics, particulate nature of matter in chemistry, systems in our body in biology. It was revealed that the mostly studied subject area was teaching. As a research method, quasi-experimental method from quantitative methods; achievement tests as data collection tool and t-test as data analysis method were found to be the most frequently used. It was seen that CBA is often applied together with the REACT model and compared with traditional methods. In quantitative experimental studies, CBA was found to be more effective than other methods. For the benefit of researchers who will work on CBA in science education, bibliography analysis was made and the most cited publications in this field were identified. Based on the findings and results obtained in the study, various suggestions were made to researchers who will conduct new research on CBA.

 The aims of this study were to examine articles on Context-Based Approach CBA in science education in Turkey between the years 2008-2021 with document analysis method, and to investigate the deficiencies in the field. It was aimed to determine the trends and the general framework on CBA. Using the Science Education ArticleThesis Classification Form developed by the researchers, 172 studies that constitute the sample of this study were examined with the content analysis. MS-Excel and MAXQDA programs were used in the analysis of the data and the findings were presented with percent and frequency tables and graphs. According to the findings obtained from the research, studies on CBA in science education were mostly; in 2019 and 2020, at secondary school level and the sample size was mostly between 31-100. Studies were conducted mostly in the Black Sea region as a region, in Ankara and Trabzon as provinces. Moreover it was observed that these studies were on the topics electricity in physics, particulate nature of matter in chemistry, systems in our body in biology. It was revealed that the mostly studied subject area was teaching. As a research method, quasi-experimental method from quantitative methods; achievement tests as data collection tool and t-test as data analysis method were found to be the most frequently used. It was seen that CBA is often applied together with the REACT model and compared with traditional methods. In quantitative experimental studies, CBA was found to be more effective than other methods. For the benefit of researchers who will work on CBA in science education, bibliography analysis was made and the most cited publications in this field were identified. Based on the findings and results obtained in the study, various suggestions were made to researchers who will conduct new research on CBA.

 Çalışmanın amacı, Türkiyede 2008-2021 yılları arasında fen eğitimi alanında Bağlam Temelli Yaklaşım BTY üzerine yapılmış çalışmaları doküman inceleme yöntemiyle analiz ederek, genel çerçeveyi belirleyerek, alandaki eksikleri ve eğilimleri tespit etmektir. Çalışmanın örneklemini oluşturan 172 çalışmayı değerlendirmek için, araştırmacılar tarafından geliştirilen Fen Eğitimi MakaleTez Sınıflama Formu kullanılarak içerik analizi gerçekleştirilmiştir. Verilerin analizinde MS-Excel ve MAXQDA programları kullanılarak bulgular, tablolar ve grafiklerle sunulmuştur. Araştırma bulgularına göre, çalışmaların 2019 ve 2020 yıllarında yoğunlaştığı, daha çok ortaokul düzeyinde yapıldığı ve genellikle örneklem büyüklüğünün 31-100 arasında olduğu tespit edilmiştir. Çalışmalar genellikle Karadeniz bölgesinde, illerimizden ise Ankara ve Trabzon illerinde yoğunlaşmıştır. Ayrıca, bu çalışmaların fizikte elektrik, kimyada maddenin tanecikli doğası ve biyolojide vücudumuzda sistemler konularını ele aldığı gözlenmiştir. Çalışmaların ağırlıklı konu alanı olarak öğretim alanında olduğu görülmüştür. Araştırma yöntemi olarak en fazla nicel yöntemlerden yarı deneysel yöntem, veri toplama aracı olarak başarı testleri, veri analiz yöntemi olarak ise t-testi kullanılmıştır. BTYnin sıklıkla REACT modeliyle beraber uygulandığı ve geleneksel yöntemlerle karşılaştırıldığı, nicel deneysel çalışmalarda BTYnin; diğer yöntemlere göre daha etkili olduğu görülmüştür. Fen eğitiminde BTY üzerine çalışacak araştırmacıların faydalanması için, kaynakça analizi yapılmış ve bu alanda en fazla atıf alan yayınlarla atıf yapılan yazarlar tespit edilmiştir. Araştırma bulgularına ve sonuçlarına dayalı olarak, BTY konusunda yeni araştırmalar yapacak araştırmacılara önerilerde bulunulmuştur.

Makale detayları

Content Analysis of Graduate Thesis and Articles on the Context (Life) Based Approach in Science Education in Turkey

Yazarlar:

Volkan Kaya | Dr. Derya Kaltakçı Gürel

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.532-570

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314407

pISSN:

2602-2850

Context-Based Approach

Science Education

Content Analysis

Life-Based ApproachBağlam Temelli Yaklaşım

Fen Eğitimi

İçerik Analizi

Yaşam Temelli Yaklaşım

Sayı

Makale detayları

Yazarlar: Volkan Kaya | Dr. Derya Kaltakçı Gürel

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.532-570

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001314407

pISSN: 2602-2850

Sayı

Yazarlar:

Volkan Kaya | Dr. Derya Kaltakçı Gürel

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.532-570

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314407

pISSN:

2602-2850