Abstract:

  The aim of this study is to analyze the effect of context-based learning approach on both correcting misconceptions and increasing their conceptual success on the subject of ‘‘Alkanes’’. A quasi-experimental approach with a pre-test−post-test design was used in this study. The sample of the study consisted of 34 12th grade students enrolled in two different classes of Gölköy Anatolian Teacher High School, Ordu. The experimental group consisted of 18 students; control group consisted of 16 students. Experimental group was instructed with guide materials prepared by context based learning approach; control group was instructed with traditional methods (theoretical knowledge, question-answer, and experiment). The data were gathered by means of two-tier Alkanes Concept Test (ACT) and semi-structured interviews about the alkanes developed by researchers. The results obtained from quantitative and qualitative data indicated that guide materials based on the context based learning approach helped the students achieve conceptual change together with removing their misconceptions.  

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