Abstract

The aim of this study was to investigate the effect of the context-based approach (CBA) on 5th grade students’ conceptual understanding and to remove alternative conceptions about ‘Getting to Know Foods’. The methodology of this study was nonequivalent pre test-post test control group quasi-experimental research method. The participants of this study consisted of 40 5th grade students in a secondary school in Giresun city. While the topics were tought using the CBA for the experimental group, in the control group, same topics were tought using the 5E teaching model of the constructivist approach. Data were collected through a two-tier ‘Getting to know foods conceptual test’ and semi-structured interview about the concepts. The results of this study indicated that the learning environment was designed in accordance with the CBA was more effective than learning environment was designed according to the 5E teaching model in terms of students' conceptual understanding and removing students' alternative conceptions. In addition, it was seen that students in the experimental group could generally make a more accurate descriptions by referring context of the Pepee’s menu, Pepee character and what he did.

Key words: Context-Based Approach, Getting to Know Foods, Conceptual Change, Alternative Conception