The effect of react strategy, a context-based learning approach with outdoor activities on success and lasting: Systems in our body

In the study, it was aimed to examine the effects of the lessons prepared in accordance with the REACT strategy within the context of the context-based learning approach of the 6th grade science course "Systems in Our Body" unit integrated with out-of-class activities on the academic success of the students in the science course and the permanence of the learned knowledge. The study was conducted in a public secondary school in Tekkeköy district of Samsun province in the fall semester of the 2021-2022 academic year. The study was carried out in two randomly selected classes, one as the experimental group and the other as the control group. The control group was determined as 29 students, and the experimental group as 27 students. Lesson plans in line with the REACT strategy of the Context-Based Learning approach integrated with out-of-class activities have been prepared by taking into account the pandemic rules. Science lesson was taught to the control group with the lesson plans prepared in line with the current curriculum, and to the experimental group with the lesson plans prepared in accordance with the REACT strategy within the context of the Context-Based Learning approach integrated with out-of-class activities. In the study, the "Systems in Our Body Achievement Test" was applied as a measurement tool. In order to determine the readiness of the students, the study was started by applying a pre-test. After the 7-week lesson plans were implemented, the students were given a post-test, and after 17 weeks, the "Systems Unit Achievement Test in Our Body" was repeated and the retention test was applied. The obtained date were analyzed using the Shapiro Wilks test for normal distribution, t-test and Man Whitney U test for difference within the SPSS statistical program. According to the pre-test data applied as a result of the analyzes, student readiness was equivalent, according to the post-test and retention test data, there was an increase in academic achievement in both groups and there was a significant difference, has been found to occur. However, it was determined that the academic achievement determined in the post-test and retention test in the experimental group was higher than that of the control group. The questions that the experimental and control groups answered correctly at least and at most were determined. It is recommended to expand out-of-class activities and teach science lessons in line with the Context-Based Learning approach REACT strategy.