context-based approach

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.

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.

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.

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.

The present study was conducted with the aim of explaining the context-based approach in the sixth grade experimental sciences curriculum and in terms of applied purpose, it is descriptive in terms of data collection and survey in terms of type of research. The statistical population includes 750 sixth grade primary school teachers in Tehran. The sample size was determined by Krejcie-Morgan table, 256 people were determined by simple random sampling method. A standard questionnaire of 34 questions was used to collect data. The validity of the questionnaire was confirmed by experts with face validity and the reliability of the questionnaire was confirmed using Cronbach's alpha coefficient (0.86). The results showed that in the implementation of the sixth grade experimental science curriculum with context-based approach, the possibility of meaningful learning, gaining scientific competence, creating real opportunities for problem solving, creating the necessary ground for growth and development of scientific arguments and establishing communication between their four areas. Creator, creation and creation are provided, but the possibility of evaluation as a process is not provided for students and this approach has not involved students in group work.