Abstract

A context-based science unit was developed that included multiple contexts and diverse learning strategies aimed at restructuring students’ misconceptions and motivating active learning. The six lessons of context-based science were implemented with thirty middle-school students. The results from a concept test, classroom observations, interviews, and a learning opinion questionnaire indicated that context-based science provided contexts and learning activities where students were able to more deeply understand scientific explanations. The selected contexts were able to help students to see the connections between their experiences and scientific concepts. Most students agreed that the lessons were interesting, easier to understand, and relevant to their everyday lives. The study found the use of varied contexts can be a powerful tool for developing and extending student ideas about heat. Context-based science can support students in adopting an active approach to learning science, although factors such as student ability and the complexity of contexts need to be considered.