The effect of context- based learni̇ng method on students' science info for attitudes, success and impact retention of teaching simple electric circuits 4th grade

This study was based on the on the effect of context based teaching method which is used for teaching "Simple Electric Devices" for 4th grades on students attitudes towards science, success and the persistence of information. This is a quantitative based and experimental study, whose independent variable is context based teaching and dependent variables are attitudes towards science success and the persistence of information. Non compensated pre test – post test patterns witch control group from semi-experimental patterns was used to define the effect of independent variable on the attitude towards science. Static group comparison model was used before the experiment to define the effect of independent variable on the success and persistence within the study, attitude scale, success and persistence test was used as measuring tool. The research was completed in six weeks in a public school located in control district of Gaziantep with 51 students' studying4th grader in 2016-2017 academic year spring term. According to the obtained results, one of the appropriate tests among Wilcoxon, Dependent groups' t-test, Independent groups' t-test, Mann-Whitney U-test was used for the analysis of the data obtained from the study. As a result of this study, the attitude of the experimental group applied current context-based approach was observed the increase significant between pre test and post test points among themselves. Whereas the control group applied traditional context based teaching method wasn't observed to increase significantly between pre test and post test point among themselves. Also, a significant difference wasn't observed between experimental and control groups in terms of attitude. But, a significant difference in terms of success an persistence of information was observed between experimental and control groups in favors of experimental group. Based on the findings, it can be said that current context-based teaching method used to teach "Simple Electric Devices" for 4th grades made a significant difference in terms of attitudes towards science, success and persistence of information.