The effect of guide materials developed according to context-based learning approach on the conceptual understanding of 7th grade students: "Mirrors and absorption of light"

The purpose of this study is to examine the effect of the guide materials developed according to the REACT strategy of Context-Based Learning on the conceptual understanding of the 'Interaction of Light with Matter' unit 'Mirrors and Absorption of Light' in the 7th grade science lesson. The sample of the study consists of 37 students (19 experimental and 18 control groups) studying at Zübeyde Hanım Regional Boarding Secondary School in Giresun province Güce district in the 2019-2020 academic year. The mixed method in which quantitative and qualitative approaches were used together was used in the study. In the teaching process, the lessons in the experimental group were taught according to the REACT strategy of context-based learning approach, and in the control group, with the approach / method / techniques stipulated by the Ministry of National Education and specified in the science course curriculum. Two-stage "Mirrors and Absorption of Light" concept test, semi-structured interviews about concepts and teaching intervention were used as data collection tools. Concept test was applied to the experimental and control groups as a pre, post and delayed post test. In the analysis of quantitative data, F test was used for triple comparisons of pre, post and delayed post tests of the groups, while t test was used for independent samples for paired comparisons. In addition, effect size values were also calculated to determine how effective the teaching practices applied in the experimental and control groups were on students' conceptual understanding. The semi-structured interviews conducted to collect qualitative data in the study were analyzed contextually. In the study, it was found that the guide materials applied to the experimental group made a higher contribution to increasing the conceptual understanding of the students compared to the existing teaching materials applied to the control group. At the end of the research, it was revealed that the students in the experimental and control groups had various alternative concepts besides correct concepts in the subjects dealt with. It was determined that students with alternative concepts were mostly students in the control group. This situation is interpreted as that the guide materials developed in accordance with the REACT strategy of the Context-Based Learning approach applied to the experimental group further support the conceptual development of the students on "Mirrors and Light Absorption". From the opinions of the students in the experimental group about the teaching intervention, it was concluded that the guide materials developed within the scope of the study facilitated learning, made the lesson enjoyable and interesting, provided permanent learning, supported daily life, research and participation in the lesson.