Evaluating the effectiveness of teaching materials based on REACT strategy within the scope of "Structure and properties of matter"

Researches conducted since 1980 shows that students are unable to explain the events they encounter in their daily life with science concepts. Thus, researchers began to focus on context-based learning approach. REACT strategy is a version of implementing context based learning theory. Contextual learning is prioritized in every phase of this strategy. This study has been carried out within the scope of "Structure and Properties of Matter" unit from 6th grade curriculum. A REACT strategy has been designed and this study seeks to analyze its effects on students' academic achievements, conceptual changes, and associating scientific concepts with contexts. This is an experimental study with pre-test post-test control groups. Data collection tools are Academic Achievement Test on Structure and Properties of Matter (AATSPM), Conceptual Test on Structure and Properties of Matter (CTSPM), Contextual Test on Structure and Properties of Matter (CTOSPM) and interviews. AATSPM covers multiple choice questions while CTSPM covers double-phase questions and CTOSPM covers open ended questions. A Teacher's Guide has been developed for the course lecturer. Preliminary and pilot studies have been conducted after validity and reliability studies. After making the necessary corrections, data collection tools were implemented as pre-test. Afterwards, teaching materials have been implemented. Implementation of teaching materials was followed by post-test and delayed test upon the completion of 10 weeks. Interviews have been conducted with 12 students with 6 students from experimental and control groups. The results of data collection tools as post and delayed tests are indicative of the fact that teaching materials based on REACT strategy are more effective on academic achievements, conceptual change and associating scientific concepts with contexts. It is recommended that teaching materials based on REACT strategy which prioritizes contextual learning in each phase should be developed and its effect on revelation of the association between concept and context.