Development of Situated Learning Model in the Context of Community Level Projects Carried by Pre-Service Science Teachers at Higher Education
Keywords:
Situated Learning Model, Reflective Assessment, Cognitive Ability, Learning Ecosystem, Conceptual Learning, Quasi-Experimental DesignAbstract
This experimental study assessed the effectiveness of a situated learning model developed by the researcher. The study was opting quasi-experimental pre-test and post-test control group design. The population was all preservice teachers doing B.Ed. (Hons.) at public sector universities. The study group was selected from the accessible population of a public sector university as, an intact group of Two sections from the preservice teachers of B.Ed. (Hons.) program which were selected randomly both sections were having equal number of students Sixty (60) as, two study groups. One was taken as, experimental and other section kept as, control group. Completing all protocols of the experimental study, the intervention was made for one semester of 16 credit hours. The study groups were administered pre and post-tests to see significant differences in their conceptual learning. Cronbach alpha reliability test was used for assessing attitudinal scale which scored 0.857, revealing change in attitude before and after the experiment (treatment) between two groups. Finally, a reflective assessment was conducted to know about students' feelings and experiences about the new methodology of the course.
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