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Bibliometric Analysis of Studies Based on Context-Based Learning Method in Science Teaching

Year 2023, Volume: 25 Issue: 4, 683 - 695, 25.12.2023

Sabri Kan Ahmet Kumaş

https://doi.org/10.17556/erziefd.1335286

Abstract

Although the studies on Context-Based Learning (CBL) within the scope of science are increasingly blooming in recent years, original studies offering new perspectives still remain limited in numbers. This shows that in order to increase the quality of studies on CBL in science, physics, chemistry, and biology teaching, there is a need for more inclusive studies and to ensure these new studies are original in their content. The aim of this study is to emphasize the need for CBL in high school science teaching by making a bibliometric review of the literature on CBL within the scope of science on the Web of Science (WOS). Performing a search in WOS by limiting "Science education and education research" with the title filter and "Context-based" keyword, a total of 545 studies were found. These studies were visualized using the VOSviewer 1.6.18 program. In this study descriptive statistical analysis, citation analysis, co-occurrence analysis, co-citation analysis, co-authorship analysis, and bibliographic matching analysis methods were used. The findings show that CBL is recorded in six main research areas: "Context-Based Learning", "Context-based approach", "Context-based problems", "Chemistry teaching", "Context-based responsibilities" and "Professional development of teachers". Although there have been intensive studies on CBL in the last 7 years, more qualified studies are needed within the scope of science education. There is a need for qualified studies on CBL for teachers to improve their teaching techniques and to overcome the gap in studies that facilitate students' learning.

Keywords

Context-based learning bibliometric analysis science teaching visualization

References

  • Acar, B. & Yaman, M. (2011) The effects of context-based learning on students’ levels of knowledge and interest. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H.U. Journal of Education), 40, 01-10.
  • Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. Sage Open, 9(1), 2158244019829575.
  • Ardiyanti, Y., Suyanto, S., & Suryadarma, I. G. P. (2019, October). The role of students science literacy in Indonesia. In Journal of Physics: Conference Series (Vol. 1321, No. 3, p. 032085). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1321/3/032085
  • Atsız, O., Öğretmenoğlu, M., & Akova, O. (2022). A bibliometric analysis of length of stay studies in tourism. European Journal of Tourism Research, 31(3101), 2.
  • Avargil, S., Herscovitz, O. & Dori, Y.J. (2012). Teaching thinking skills in context-based learning: teachers’ challenges and assessment knowledge. Journal of Science Education and Technology 21, 207–225. https://doi.org/10.1007/s10956-011-9302-7
  • Battal, A., & Taşdelen, A. (2023). The Use of Virtual Worlds in the Field of Education: A Bibliometric Study. Participatory Educational Research, 10(1), 408-423, http://dx.doi.org/10.17275/per.23.22.10.1
  • Bennett, J., Holman, J., Lubben, F., Nicolson, P. & Otter, C. (2005). Science in context: The Salters approach. Making it relevant. Context based learning of science, 121-154.
  • Callon, M., Courtial, J. P., & Laville, F. (1991). Co-word analysis as a tool for describing the network of interactions between basic and technological research: The case of polymer chemsitry. Scientometrics, 22, 155-205.
  • Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227.
  • Cobo, M. J., López‐Herrera, A. G., Herrera‐Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for information Science and Technology, 62(7), 1382-1402.
  • Demircioğlu, H., Demircioğlu, G., & Çalik, M. (2009). Investigating the effectiveness of storylines embedded within a context-based approach: the case for the Periodic Table. Chemistry Education Research and Practice, 10(3), 241-249.
  • Demircioğlu, H., Bektaş, F. & Demircioğlu, G. (2018). Sıvıların Özellikleri Konusunun Bağlam Temelli Yaklaşımla Öğretiminin Öğrenci Başarısı Üzerindeki Etkisi (The Effect of Teaching the Subject of Properties of Liquids with a Context-Based Approach on Student Success). Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi (Journal of Dicle University Ziya Gökalp Faculty of Education,), (33), 13-25. Retrieved from https://dergipark.org.tr/en/pub/zgefd/issue/47926/606265
  • Dewi, P. Y. A. & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning 1 (1), 19-26. DOI: https://doi.org/10.31763/ijele.v1i1.26
  • Donthu, N., Kumar, S., Pandey, N., Pandey, N., & Mishra, A. (2021). Mapping the electronic word-of-mouth (eWOM) research: A systematic review and bibliometric analysis. Journal of Business Research, 135, 758-773.
  • Ecevit, T. & Özdemir Şimşek, P. (2016). The Evaluation of Teachers’ Science Concept Teaching and Their Action to Diagnose and Eliminate Misconceptions. Elementary Education Online, 2017; 16(1): 129-150. DOI: https://doi.org/10.17051/io.2017.47449
  • Febrianti, K. (2022). The Effect of Using LKS Integrated of Context-Based Learning Videos on Science Collaboration and Communication Skills on Heat and Global Warming Materials, (Unpublished PhD thesis). University of Negeri Padang, Kota Padang.
  • Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837.
  • Gödek, Y., Polat, D., & Kaya V. H. (2018). Fen Bilgisi Öğretiminde Kavram Yanılgıları (Misconceptions in Science Teaching), Ankara, Pegem Akademi.
  • King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38, 365-384.
  • King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87.
  • King, D. T. & Ritchie, S. M. (2013). Academic success in context-based chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education, 35(7), 1159-1182.
  • Koballa, T. R., Glynn, S. M. & Upson, L. (2005). Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program. Journal of Science Education and Technology, 16, 287–308 https://doi.org/10.1007/s10972-005-0192-5
  • Kumaş, A. (2022). Measurement-evaluation applications of context-based activities in hybrid learning environments. International Journal of Assessment Tools in Education, 9 - Special Issue-2022, 197-217.
  • Kumaş, A. (2022). The Factors Affecting the Field Choices of the Students Choosing the Field of Science, the Problems They Experienced in the Process and their Expectations. Cumhuriyet International Journal of Education, 11(2), 447-459.
  • Kumaş, A., & Kan, S. (2019, November). Evaluation of STEM compatible laboratory applications based on innovative technology for constant accelerative movement. In AIP Conference Proceedings (Vol. 2178, No. 1, p. 030064). AIP Publishing LLC.
  • Kumaş, A. & Kan, S. (2021). Assessment and Evaluation Applications and Practices of Science and Physics Teachers in Online Education During Covid-19. International Journal of Education and Literacy Studies, 9(4)
  • Lariviere, V., & Sugimoto, C. R. (2019). The journal impact factor: A brief history, critique, and discussion of adverse effects. Springer Handbook of Science and Technology Indicators, 3-24.
  • Moravcsik, M. J., & Murugesan, P. (1975). Some results on the function and quality of citations. Social Studies of Science, 5(1), 86-92.
  • Muji, A. P., Gistituati, N., Bentri, A., & Falma, F. O. (2021). Evaluation of the implementation of the sekolah penggerak curriculum using the context, input, process and product evaluation model in high schools. Jurnal Penelitian Pendidikan Indonesia, 7(3), 377-384.
  • Nentwig, P., & Waddington, D. (Eds.). (2006). Making it relevant: Context based learning of science. Waxmann Verlag.
  • Nerur, S. P., Rasheed, A. A., & Natarajan, V. (2008). The intellectual structure of the strategic management field: An author co‐citation analysis. Strategic Management Journal, 29(3), 319-336.
  • Overton, T. (2007). Context and problem-based learning. New Directions in the Teaching of Physical Sciences, (3), 7-12.
  • Ramsden, J. M. (1997). How does a context‐based approach influence understanding of key chemical ideas at 16+?. International Journal of Science Education, 19(6), 697-710.
  • Sai L. Ng., (2022). Bibliometric analysis of literature on mountain tourism in Scopus. Journal of Outdoor Recreation and Tourism, https://doi.org/10.1016/j.jort.2022.100587
  • Sözbilir, M., Sadi, S., Kutu, H. & Yıldırım, A. (2007). Kimya eğitiminde içeriğe/bağlama dayalı (context-based) Öğretim Yaklaşımı ve dünyadaki uygulamaları (Context-based teaching approach in chemistry education and its applications around the world), [Oral presentation]. 1st National Chemistry Education Congress, Istanbul.
  • Stolk, M. J., De Jong, O., Bulte, A. M., & Pilot, A. (2011). Exploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry education. Research in Science Education, 41, 369-388.
  • Taasoobshirazi, G., & Carr, M. (2008). A review and critique of context-based physics instruction and assessment. Educational Research Review, 3(2), 155-167.
  • Ültay, N., & Çalık, M. (2012). A thematic review of studies into the effectiveness of context-based chemistry curricula. Journal Of Science Education and Technology, 21, 686-701.
  • Vaino, K., Holbrooka J. & Rannikmäea M., (2012). Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemical Education Research Practice, 13, 410-419. https://doi.org/10.1039/C2RP20045G
  • Van Eck, N. J. & Waltman, L. (2010). Software Survey: VOSviewer, a Computer Program for Bibliometric Mapping. Scientometrics, 84, 523-538. https://doi.org/10.1007/s11192-009-0146-3
  • Worrell, J. A., & Profetto-McGrath, J. (2007). Critical thinking as an outcome of context-based learning among post RN students: A literature review. Nurse Education Today, 27(5), 420-426. Waltman, L. (2016). A review of the literature on citation impact indicators. Journal of informetrics, 10(2), 365-391.
  • Waddington, D. J. (2005). Context-based learning in science education: A review. Making it relevant: Context based learning of science, 305-321.
  • Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015a). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational studies in Mathematics, 89, 41-65.
  • Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015b). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27, 637-662.
  • Worrell, J. A. & Profetto-McGrathb, J., (2007). Critical thinking as an outcome of context-based learning among post RN students: A literature review, Nurse Education Today. https://doi.org/10.1016/j.nedt.2006.07.004
  • Yıldırım, G. (2015). İlkokul 4. Sinif Fen ve Teknoloji Dersinde Context-Based Learning Uygulamaları (Context-Based Learning Applications in Primary School 4th Grade Science and Technology Course). (Unpublished master’s thesis), Eskişehir, Anadolu University.
  • Yu, K., Fan, S. & Lin, K. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13, 1377–1401. https://doi.org/10.1007/s10763-014-9567-4
  • Yu, KC., Fan, SC. & Lin, KY. (2014). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education 13, 1377–1401 (2015). https://doi.org/10.1007/s10763-014-9567-4

Fen Öğretiminde Bağlam Temelli Öğrenme Yöntemine Dayalı Çalışmaların Bibliyometrik Analizi

Year 2023, Volume: 25 Issue: 4, 683 - 695, 25.12.2023

Sabri Kan Ahmet Kumaş

https://doi.org/10.17556/erziefd.1335286

Abstract

Son yıllarda fen bilimleri kapsamında Bağlam Temelli Öğrenme (BTÖ) ile ilgili çalışmalar artış gösterse de yeni bakış açıları sunan özgün çalışmaların yeterli düzeyde olmadığı vurgulanmaktadır. Bu durum fen bilimleri, fizik, kimya ve biyoloji öğretiminde BTÖ'ye yönelik çalışmaların niteliğini artırmak için daha kapsayıcı çalışmalara ve bu yeni çalışmaların içerik olarak özgün olmasını sağlamaya ihtiyaç olduğunu göstermektedir. Bu çalışmanın amacı, Web of Science'ta (WOS) fen bilimler öğretimi kapsamında BTÖ ile ilgili literatürün bibliyometrik bir incelemesini yaparak lise fen öğretiminde BTÖ'de araştırma boşluğunu ortaya koymaktır. WOS'ta "Fen Bilimleri Eğitimi ve Eğitim Araştırmaları" başlık filtresi ve "Bağlam Tabanlı" anahtar kelimesi ile sınırlandırılarak arama yapıldığında toplam 545 çalışma ortaya çıkmıştır. Bu çalışmalar VOSviewer 1.6.18 programı kullanılarak analiz edilip görselleştirilmiştir. Bu çalışmada betimsel istatistiksel analiz, atıf analizi, birlikte oluşum analizi, ortak atıf analizi, ortak yazarlık analizi ve bibliyografik eşleştirme analizi yöntemleri kullanılmıştır. Elde edilen bulgulara göre BTÖ'nün altı alt başlıkta sınıflandırıldığını göstermektedir: Bunlar, "Bağlam Temelli Öğrenme", "Bağlam Temelli Yaklaşım", "Bağlam Temelli Problemler", "Kimya Öğretimi", "Bağlam Temelli Sorumluluklar" ve "Profesyonel Öğretim Uygulamaları" olarak ortaya çıkmaktadır. Son yedi yılda BTÖ konusunda yoğun çalışmalar yapılmasına rağmen fen bilimleri eğitimi kapsamında öğretmen ve öğrencilerin güncel ihtiyaçlarının belirlenip bu ihtiyaçlar doğrultusunda oluşan araştırma boşluğuna yönelik nitelikli çalışmalara ihtiyaç duyulmaktadır.

Keywords

Bağlama temelli öğrenme bibliyometrik analiz fen öğretimi görselleştirme

Thanks

Özverili çalışmalar ile süreci değerlendiren editör ekibine araştırmacılar olarak yürekten teşekkür ederiz.

References

  • Acar, B. & Yaman, M. (2011) The effects of context-based learning on students’ levels of knowledge and interest. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H.U. Journal of Education), 40, 01-10.
  • Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. Sage Open, 9(1), 2158244019829575.
  • Ardiyanti, Y., Suyanto, S., & Suryadarma, I. G. P. (2019, October). The role of students science literacy in Indonesia. In Journal of Physics: Conference Series (Vol. 1321, No. 3, p. 032085). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1321/3/032085
  • Atsız, O., Öğretmenoğlu, M., & Akova, O. (2022). A bibliometric analysis of length of stay studies in tourism. European Journal of Tourism Research, 31(3101), 2.
  • Avargil, S., Herscovitz, O. & Dori, Y.J. (2012). Teaching thinking skills in context-based learning: teachers’ challenges and assessment knowledge. Journal of Science Education and Technology 21, 207–225. https://doi.org/10.1007/s10956-011-9302-7
  • Battal, A., & Taşdelen, A. (2023). The Use of Virtual Worlds in the Field of Education: A Bibliometric Study. Participatory Educational Research, 10(1), 408-423, http://dx.doi.org/10.17275/per.23.22.10.1
  • Bennett, J., Holman, J., Lubben, F., Nicolson, P. & Otter, C. (2005). Science in context: The Salters approach. Making it relevant. Context based learning of science, 121-154.
  • Callon, M., Courtial, J. P., & Laville, F. (1991). Co-word analysis as a tool for describing the network of interactions between basic and technological research: The case of polymer chemsitry. Scientometrics, 22, 155-205.
  • Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), 215-227.
  • Cobo, M. J., López‐Herrera, A. G., Herrera‐Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for information Science and Technology, 62(7), 1382-1402.
  • Demircioğlu, H., Demircioğlu, G., & Çalik, M. (2009). Investigating the effectiveness of storylines embedded within a context-based approach: the case for the Periodic Table. Chemistry Education Research and Practice, 10(3), 241-249.
  • Demircioğlu, H., Bektaş, F. & Demircioğlu, G. (2018). Sıvıların Özellikleri Konusunun Bağlam Temelli Yaklaşımla Öğretiminin Öğrenci Başarısı Üzerindeki Etkisi (The Effect of Teaching the Subject of Properties of Liquids with a Context-Based Approach on Student Success). Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi (Journal of Dicle University Ziya Gökalp Faculty of Education,), (33), 13-25. Retrieved from https://dergipark.org.tr/en/pub/zgefd/issue/47926/606265
  • Dewi, P. Y. A. & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning 1 (1), 19-26. DOI: https://doi.org/10.31763/ijele.v1i1.26
  • Donthu, N., Kumar, S., Pandey, N., Pandey, N., & Mishra, A. (2021). Mapping the electronic word-of-mouth (eWOM) research: A systematic review and bibliometric analysis. Journal of Business Research, 135, 758-773.
  • Ecevit, T. & Özdemir Şimşek, P. (2016). The Evaluation of Teachers’ Science Concept Teaching and Their Action to Diagnose and Eliminate Misconceptions. Elementary Education Online, 2017; 16(1): 129-150. DOI: https://doi.org/10.17051/io.2017.47449
  • Febrianti, K. (2022). The Effect of Using LKS Integrated of Context-Based Learning Videos on Science Collaboration and Communication Skills on Heat and Global Warming Materials, (Unpublished PhD thesis). University of Negeri Padang, Kota Padang.
  • Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837.
  • Gödek, Y., Polat, D., & Kaya V. H. (2018). Fen Bilgisi Öğretiminde Kavram Yanılgıları (Misconceptions in Science Teaching), Ankara, Pegem Akademi.
  • King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38, 365-384.
  • King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51-87.
  • King, D. T. & Ritchie, S. M. (2013). Academic success in context-based chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education, 35(7), 1159-1182.
  • Koballa, T. R., Glynn, S. M. & Upson, L. (2005). Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program. Journal of Science Education and Technology, 16, 287–308 https://doi.org/10.1007/s10972-005-0192-5
  • Kumaş, A. (2022). Measurement-evaluation applications of context-based activities in hybrid learning environments. International Journal of Assessment Tools in Education, 9 - Special Issue-2022, 197-217.
  • Kumaş, A. (2022). The Factors Affecting the Field Choices of the Students Choosing the Field of Science, the Problems They Experienced in the Process and their Expectations. Cumhuriyet International Journal of Education, 11(2), 447-459.
  • Kumaş, A., & Kan, S. (2019, November). Evaluation of STEM compatible laboratory applications based on innovative technology for constant accelerative movement. In AIP Conference Proceedings (Vol. 2178, No. 1, p. 030064). AIP Publishing LLC.
  • Kumaş, A. & Kan, S. (2021). Assessment and Evaluation Applications and Practices of Science and Physics Teachers in Online Education During Covid-19. International Journal of Education and Literacy Studies, 9(4)
  • Lariviere, V., & Sugimoto, C. R. (2019). The journal impact factor: A brief history, critique, and discussion of adverse effects. Springer Handbook of Science and Technology Indicators, 3-24.
  • Moravcsik, M. J., & Murugesan, P. (1975). Some results on the function and quality of citations. Social Studies of Science, 5(1), 86-92.
  • Muji, A. P., Gistituati, N., Bentri, A., & Falma, F. O. (2021). Evaluation of the implementation of the sekolah penggerak curriculum using the context, input, process and product evaluation model in high schools. Jurnal Penelitian Pendidikan Indonesia, 7(3), 377-384.
  • Nentwig, P., & Waddington, D. (Eds.). (2006). Making it relevant: Context based learning of science. Waxmann Verlag.
  • Nerur, S. P., Rasheed, A. A., & Natarajan, V. (2008). The intellectual structure of the strategic management field: An author co‐citation analysis. Strategic Management Journal, 29(3), 319-336.
  • Overton, T. (2007). Context and problem-based learning. New Directions in the Teaching of Physical Sciences, (3), 7-12.
  • Ramsden, J. M. (1997). How does a context‐based approach influence understanding of key chemical ideas at 16+?. International Journal of Science Education, 19(6), 697-710.
  • Sai L. Ng., (2022). Bibliometric analysis of literature on mountain tourism in Scopus. Journal of Outdoor Recreation and Tourism, https://doi.org/10.1016/j.jort.2022.100587
  • Sözbilir, M., Sadi, S., Kutu, H. & Yıldırım, A. (2007). Kimya eğitiminde içeriğe/bağlama dayalı (context-based) Öğretim Yaklaşımı ve dünyadaki uygulamaları (Context-based teaching approach in chemistry education and its applications around the world), [Oral presentation]. 1st National Chemistry Education Congress, Istanbul.
  • Stolk, M. J., De Jong, O., Bulte, A. M., & Pilot, A. (2011). Exploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry education. Research in Science Education, 41, 369-388.
  • Taasoobshirazi, G., & Carr, M. (2008). A review and critique of context-based physics instruction and assessment. Educational Research Review, 3(2), 155-167.
  • Ültay, N., & Çalık, M. (2012). A thematic review of studies into the effectiveness of context-based chemistry curricula. Journal Of Science Education and Technology, 21, 686-701.
  • Vaino, K., Holbrooka J. & Rannikmäea M., (2012). Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemical Education Research Practice, 13, 410-419. https://doi.org/10.1039/C2RP20045G
  • Van Eck, N. J. & Waltman, L. (2010). Software Survey: VOSviewer, a Computer Program for Bibliometric Mapping. Scientometrics, 84, 523-538. https://doi.org/10.1007/s11192-009-0146-3
  • Worrell, J. A., & Profetto-McGrath, J. (2007). Critical thinking as an outcome of context-based learning among post RN students: A literature review. Nurse Education Today, 27(5), 420-426. Waltman, L. (2016). A review of the literature on citation impact indicators. Journal of informetrics, 10(2), 365-391.
  • Waddington, D. J. (2005). Context-based learning in science education: A review. Making it relevant: Context based learning of science, 305-321.
  • Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015a). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational studies in Mathematics, 89, 41-65.
  • Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015b). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27, 637-662.
  • Worrell, J. A. & Profetto-McGrathb, J., (2007). Critical thinking as an outcome of context-based learning among post RN students: A literature review, Nurse Education Today. https://doi.org/10.1016/j.nedt.2006.07.004
  • Yıldırım, G. (2015). İlkokul 4. Sinif Fen ve Teknoloji Dersinde Context-Based Learning Uygulamaları (Context-Based Learning Applications in Primary School 4th Grade Science and Technology Course). (Unpublished master’s thesis), Eskişehir, Anadolu University.
  • Yu, K., Fan, S. & Lin, K. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13, 1377–1401. https://doi.org/10.1007/s10763-014-9567-4
  • Yu, KC., Fan, SC. & Lin, KY. (2014). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education 13, 1377–1401 (2015). https://doi.org/10.1007/s10763-014-9567-4
There are 48 citations in total.

Details

Primary Language English
Subjects Science Education
Journal Section In This Issue
Authors

Sabri Kan 0000-0003-1016-1257

Ahmet Kumaş 0000-0002-2898-9477

Early Pub Date December 6, 2023
Publication Date December 25, 2023
Acceptance Date November 20, 2023
Published in Issue Year 2023 Volume: 25 Issue: 4

Cite

APA Kan, S., & Kumaş, A. (2023). Bibliometric Analysis of Studies Based on Context-Based Learning Method in Science Teaching. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(4), 683-695. https://doi.org/10.17556/erziefd.1335286
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Erzincan University Journal of Education Faculty: An International Journal of Educational Research