Özet:

The aims of this study were to examine articles on Context-Based Approach (CBA) in science education in Turkey between the years 2008-2021 with document analysis method, and to investigate the deficiencies in the field. It was aimed to determine the trends and the general framework on CBA. Using the “Science Education Article/Thesis Classification Form” developed by the researchers, 172 studies that constitute the sample of this study were examined with the content analysis. MS-Excel and MAXQDA programs were used in the analysis of the data and the findings were presented with percent and frequency tables and graphs. According to the findings obtained from the research, studies on CBA in science education were mostly; in 2019 and 2020, at secondary school level and the sample size was mostly between 31-100. Studies were conducted mostly in the Black Sea region as a region, in Ankara and Trabzon as provinces. Moreover it was observed that these studies were on the topics "electricity" in physics, "particulate nature of matter" in chemistry, "systems in our body" in biology. It was revealed that the mostly studied subject area was "teaching". As a research method, “quasi-experimental method” from quantitative methods; “achievement tests” as data collection tool and “t-test” as data analysis method were found to be the most frequently used. It was seen that CBA is often applied together with the "REACT model" and compared with "traditional methods". In quantitative experimental studies, CBA was found to be more effective than other methods. For the benefit of researchers who will work on CBA in science education, bibliography analysis was made and the most cited publications in this field were identified. Based on the findings and results obtained in the study, various suggestions were made to researchers who will conduct new research on CBA.

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