Context-Based Teaching Experiences of Chemistry Teachers: Expectations, Gains and Applicability Conditions

Abstract

This research aimed to investigate the expectations and gains of the teachers who designed and used context-based teaching materials in their classes and to reveal their views on the applicability of this teaching approach. The methodology of this research was case study. The research was carried out with two chemistry teachers who participated in the In-Service Training Course on Context-Based Chemistry Teaching performed by the researcher. Data collection tools used in the research were semi-structured interviews, field notes and evaluation reports. Data were analyzed through employing content analysis. As a result, it was concluded that the expectations of the teachers from context-based teaching were related to the students, but the gains they achieved were directed towards teachers. The teachers evaluated the applicability of context-based teaching within the framework of certain conditions. Also, learning environments should be arranged in accordance with the approach and resources should be provided to teachers in order to use context-based teaching.

Keywords: context-based teaching, expectations, gains, applicability conditions, chemistry teachers