مرکز منطقه ای اطلاع رساني علوم و فناوري - Effects of the Context-Based Teaching and Learning Stations Methods on 9th Grade Physics Course Achievement and Retention

Abstract :

The purpose of this study has been to examine the learning stations method and the contextbased teaching technique, which is contained in the basic structure of the high school physics instruction program in Turkey s high schools, in terms of their effects on student achievement and retention related to basic knowledge on the nature of physics. The study group for the research comprised of 84 students enrolled in three separate 9th grade classes at a public high school. The research used a pretest-posttest and control group quasi-experimental model; the Learning Stations Group (n=28) and the Context-Based Teaching Group (n=28) formed the two study groups while a Traditional Learning Group (n=28) was also included in the study as a control. Data collection for the research was performed using a Nature of Physics Unit Traditional Test set up to measure academic achievement with regard to the basic knowledge offered in the unit on The Nature of Physics. At the end of the research, it was concluded that the achievement scores of the students in the learning stations group were significantly higher than in the other two groups and that all three groups were able to retain their knowledge; the groups showed no significant difference in terms of learning retention.