Effect of context-based approach on students’ scientific reasoning on heredity concepts

Wuleta Ketema Abebe; Solomon Belay Faris; Habtamu Wodaj Tafari

doi:10.29333/pr/13382

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Wuleta Ketema Abebe ¹ ^* , Solomon Belay Faris ¹ , Habtamu Wodaj Tafari ¹

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¹ Addis Ababa University, Addis Ababa, ETHIOPIA^* Corresponding Author

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.

Keywords

context-based approach
scientific reasoning
REACT strategy
heredity

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 8, Issue 4, October 2023, Article No: em0166

https://doi.org/10.29333/pr/13382

Online publication date: 10 Jun 2023

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How to cite this article

APA

Abebe, W. K., Faris, S. B., & Tafari, H. W. (2023). Effect of context-based approach on students’ scientific reasoning on heredity concepts. Pedagogical Research, 8(4), em0166. https://doi.org/10.29333/pr/13382

Vancouver

Abebe WK, Faris SB, Tafari HW. Effect of context-based approach on students’ scientific reasoning on heredity concepts. PEDAGOGICAL RES. 2023;8(4):em0166. https://doi.org/10.29333/pr/13382

AMA

Abebe WK, Faris SB, Tafari HW. Effect of context-based approach on students’ scientific reasoning on heredity concepts. PEDAGOGICAL RES. 2023;8(4), em0166. https://doi.org/10.29333/pr/13382

Chicago

Abebe, Wuleta Ketema, Solomon Belay Faris, and Habtamu Wodaj Tafari. "Effect of context-based approach on students’ scientific reasoning on heredity concepts". Pedagogical Research 2023 8 no. 4 (2023): em0166. https://doi.org/10.29333/pr/13382

Harvard

Abebe, W. K., Faris, S. B., and Tafari, H. W. (2023). Effect of context-based approach on students’ scientific reasoning on heredity concepts. Pedagogical Research, 8(4), em0166. https://doi.org/10.29333/pr/13382

MLA

Abebe, Wuleta Ketema et al. "Effect of context-based approach on students’ scientific reasoning on heredity concepts". Pedagogical Research, vol. 8, no. 4, 2023, em0166. https://doi.org/10.29333/pr/13382