An action example for science teaching supported by a context-based learning approach

The aim of this study is to investigate the effects of context-based learning (CBL) approach in the teaching of the sixth-grade body systems unit on students' achievements, motivations, attitudes, and permanence of knowledge about science. Embedded mixed design was used in the research. The study group of the research consists of 79 sixth-grade students studying in a secondary school located in the city center of Erzincan. While the subject of the research was explained to the control group with the methods and techniques available in the teaching, in the experimental group, it was handled according to the CBL approach. The data were collected with support and movement system achievement test (SMSAT), circulatory system achievement test (CSAT), respiratory system achievement test (RSAT), digestive system achievement test (DSAT), excretory system achievement test (ESAT), science course attitude scale, motivation scale towards science course and interview form. The obtained data were analyzed with SPSS 25 program. In the research, dependent-independent groups t-test, Mann Whitney u test, ANCOVA, and descriptive statistics were used as statistical methods. As a result of the study, it was found that there was a significant difference in favor of the experimental group between the achievements of the experimental group and the control group students, in which the YBL method was used and it provided the permanence of the information. However, it was determined that this approach did not affect students' attitudes and motivations. In addition, according to the results obtained from the written opinions of the students, the majority of the students stated that they liked the activities, they wanted them to be applied in other lessons and stated that their motivation towards the lesson increased.