The effect of contextual learning in Developing scientific thinking for fifth grade science students in chemistry

Abstract

 The research aims to identify the effect of contextual learning on the scientific thinking of fifth-grade biology students in chemistry. The scientific thinking test prepared by the researcher was relied upon after being presented to a group of experts and specialists. The researcher verified the psychometric characteristics of the test. The experiment continued to be applied until the end of the first semester. At the end of the experiment, the test was applied to the two groups. After that, the results were analyzed and showed that the students of the experimental group who studied according to contextual learning outperformed the control group who studied in the usual way in the scientific thinking variable.