Context-based learning activities for developing grade 11 students’ abilities in applying fluid in daily life

Abstract

     The objectives of this research were to investigate the good teaching practice of context-based learning activities in a Fluid Learning Unit and its effect on students’ application ability in daily life situations. The participants were a class of 30 grade 11 students in the science and mathematics program. The research tools were 1) anecdotal notes, 2) student reflective journals, 3) a two-tier application ability test on fluids, and 4) work sheets. Data were analyzed using content analysis. The results indicated that intervention could enhance the students’ application abilities. The intervention should be launched using contexts that the students are familiar with, including video clips or photos to interest and provoke them to question scientifically. The activity should be hands-on and collaborative; having student fully engaged in the inquiry process in a small group. Students should be challenged to apply knowledge to explain about fluids in daily life. Moreover, this teaching practice supported students to apply knowledge about six types of fluid, with knowledge of three of these being applied by more than 70 percent of students in their daily lives: Type 1, recognition of examples of concepts in the Fluid Learning Unit; Type 3, understanding principles of science and technology relating to fluids behind the operation of tools and equipment; and Type 4, use of scientific processing skills for solving problems related to fluids. Type 3 had the highest proportion of students (86.6%) who were able to use this type of ability in their real lives. On the other hand, the lowest percentage of 46.6 percent was for Type 6. The findings regarding Type 6 can be studied further to improve this type of ability.