Abstract:

The aim of this study is to make descriptive content analysis of the theses published in Turkey between 2010-2021 about the context-based learning (CBL) approach in science education. The qualitative research method was used in this study. 31 theses on the subject of CBL in science education were analysed according to the variables of publication type/year, purpose, method, sample group, sample number, data collection tool, type of data analysis, findings and recommendations. Content analysis method was used in the analysis of the data. The most thesis studies on the CBL approach in science education were published in 2019 and the master’s theses are in the majority. Most studies are aimed at determining the effects of the CBL approach on achievement and attitude. When the methodologies of the theses were examined, it was determined that the experimental method was used the most among the quantitative methods as a research method. The majority of the studies were conducted with secondary school students and the number of participants in the range of 0-100. In the researches, it was determined that achievement tests and attitude scales as data collection tools, content analysis and t-test among data analysis techniques were used intensively. In the theses, it was determined that the CBL approach increased success in science education and developed a positive attitude towards the lesson. It was seen that the most suggestions were to include the CBL approach in the programs. According to the results of the study; doctoral theses on CBL approach in science education can be increased; qualitative or mixed research can be carried out to make in-depth investigations; studies can be planned with primary school students, teachers and teacher candidates; the number of participants can be increased for generalizability in quantitative studies; BBL approach can be included in the updates of science programs and textbooks.

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