Analysis of science questions used in context-based learning

Context-based learning is an approach that deals with everyday life contexts by associating them with classroom problems. The aim of this study is to criticize the life-based science questions used in studies conducted in the Turkish literature according to the criteria determined by Elmas and Eryılmaz (2015) and to determine how appropriate the questions are to these criteria. While determining these questions, life-based science questions used in the field of science, physics, chemistry and biology in the Turkish literature were examined. Open source databases (YÖK Thesis archive, etc.) and databases subscribed by the Fırat University library were used to collect the data of this research. 5 criteria have been determined to criticize the questions. The questions were evaluated by 3 science teachers according to these criteria. As a result of the evaluations, it was determined that the majority of the life-based science questions used had difficulties in meeting the determined criteria. It will be convenient for researchers to pay attention to the criteria determined in this study in the creation of life-based science questions to be used in future studies. This work will guide all education stakeholders interested in life-based learning.