The effect of context based learning approach on the success and motivation of 6th grade students' about the particular structure of the matter

Science course includes many concepts that require abstract and mental thinking. With the start of basic education, the foundations of science concepts are laid. Science subjects in the curriculum constitute the infrastructure for upper classes and schools as in all courses. Context-based learning is an approach that enables students to make meaningful learning. The aim of context-based learning approach; the course aims to provide the students with the scientific concepts in context with selected events from daily life. Thus, it is aimed to make students aware of the relationship between real life subjects and science subjects. The aim of this study in the light of all this information; The aim of this study is to investigate the effect of 6th grade students on their academic achievement and their motivation towards science with the REACT model used in context based learning approach. The research was conducted in the second semester of the 2015-2016 academic year with 6th grade students studying in a school in Düzce. A quasi-experimental research design was used to investigate the effect of context-based learning approach on success and motivation. In the design, the pre-test and post-test experimental and control groups are included. While the lesson plans were applied to the experimental group according to REACT model which is a life based learning approach model for 4 weeks; the control group was taught in accordance with the current curriculum. In order to determine the effect of context-based learning on the academic achievement of students, pre-test and post-test academic achievement test were applied to both groups. In addition, pre-test and post-test motivation scale was used to determine the motivation of 6th grade students in the science of context-based learning REACT model. Statistical analysis was performed to determine whether there was a significant difference between the groups in the obtained data. Independent group's t-test and ANOVA were applied to the data obtained from the pre-test and post-tests in order to determine the students' achievements and motivations towards Science. As a result of the data, no significant difference was found in the academic achievement tests of the students in the experimental and control groups. When the motivation scale for science learning was analyzed; there was a significant difference in favor of the experimental group.