Analyzing the teachers' perception of the challenges and opportunities of realizing the context-based learning approach in the elementary science course

Document Type : Original Article

Authors

1 Department of Educational Administration, Farhangian University, Tehran, Iran

2 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

3 Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

Background and Objectives: According to the development of human knowledge and scientific advances, societies need education and approaches that fit life. The aim of the current research is to describe the teachers' experiences of the challenges and opportunities of implementing the context-based learning approach in the elementary science course. Methods: In this research, a qualitative method of Phenomenology type was used to count the experiences, 14 teachers who had experience in teaching and working with a context-based learning approach were selected by purposive sampling method until reaching theoretical saturation. Data were collected using semi-structured interviews and analyzed by using of Van Mannen method. Findings: The challenges of implementing the context-based learning approach were summarized in the form of 7 main themes and 22 sub-themes and the opportunities of implementing the approach in the form of 5 main themes and 13 sub-themes. The findings showed the professional weakness of teachers, the unprofessional attitude of teachers, school, management factors, students, parents and textbooks, the challenges of implementing the approach and the professional growth of teachers, the development of cognitive skills, emotional skills, interpersonal skills and self-management skills are the opportunities of implementing the context-based learning approach. Conclusion: Based on the results of the research, it can be said that there are many challenges and problems in the implementation, with many teachers possessing theoretical knowledge but lacking practical understanding of its implementation. Therefore, it is necessary to invest more efforts in providing teacher training in this area.

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Applied Educational Leadership
Volume 6, Issue 1
May 2025
Pages 130-152

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History

  • Receive Date: 16 July 2024
  • Revise Date: 16 February 2025
  • Accept Date: 16 February 2025

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