The effect of explicit-reflective nature of science instruction based on context continuum on middle school students' science process skills and science misconceptions

The aim of this study is to examine the effect of explicit reflective nature of science instruction in the continuity of context to improve the scientific process skills and to eliminate 7th grade students misconceptions. The research was conducted with 7th grade students in Adiyaman Province in the 2019-2020 academic year. One of the groups was determined by the researcher as an experimental group and the other as a control group. The research method was determined as a mixed research method. The study was conducted under a semi-experimental pattern. It has been concluded that the teaching of explicit reflective nature of science instruction in the continuity of context is more effective on the conceptual understanding of students than the teaching applied to the control group. According to the results of the study, it was revealed that the students perceived the science course as the lesson that reflects daily life. It has been determined that teaching science content with "explicit reflective nature of science instruction in the continiuum of context " causes students to develop positive attitude towards science lesson according to their learning level. Conducting experiments and activities in applications allows them to learn the science better. In addition, it was concluded that the explicit reflective nature of science instruction in the continiuum of context affected the students' perspectives on scientific events, improved their scientific process skills and had a positive effect on students' concretization of scientific knowledge.