Effect of context-based approach on students’ scientific reasoning on heredity concepts
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Published:2023-10-01
Issue:4
Volume:8
Page:em0166
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ISSN:2468-4929
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Container-title:Pedagogical Research
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language:
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Short-container-title:PEDAGOGICAL RES
Author:
Abebe Wuleta Ketema1ORCID, Faris Solomon Belay1ORCID, Tafari Habtamu Wodaj1ORCID
Affiliation:
1. Addis Ababa University, Addis Ababa, ETHIOPIA
Abstract
This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in three groups. REACT strategy of context-based instruction and conventional instruction integrated with context-based activities was used to teach treatment group 1 (TG 1) and treatment group 2 (TG 2) students, respectively. The students in the comparison group (CG) were taught conventional instruction. The data collected using two-tier multiple-choice tests, observation, and semi-structured interviews were analyzed using one-way ANOVA and descriptive analysis. The result showed that there were significant mean score differences between TG 2 and the other two groups in favor of TG 2. Nevertheless, there was no significant difference between TG 1 and CG. This implies that when conventional instruction is integrated with a context-based activity, it has a significantly positive effect on students’ SR skills compared to using a context-based REACT strategy or conventional instruction alone.
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