Effects of context-based approaches on high school students’ epistemological beliefs

The current study aimed to examine the effects of context-based approaches on students’ epistemological beliefs. used a quasi-experimental pre-post-test design with two treatment groups (TGs) and one comparison group (CG). A total 131 grade ten students participated in study. TG 1 received relating, experiencing, applying, cooperating, transferring (REACT) strategy teaching approach, whereas 2 an instruction that was integration conventional approach. Similarly, CG teach topic heredity. belief measured using Colorado learning attitude science survey for biology version (CLASS-Bio) questionnaire. We analyzed data paired t-test one-way ANOVA. result indicated significant mean score differences observed between favor TGs. However, difference not 2. This implies approach had positive effect shifts towards expertise than instruction.