Author(s)

Sare Asli^1,2,3, Ahmad Basheer⁴, Muhamad Hugerat^1,4

¹The Institute of Applied Research, The Science Education Center, Galilee Society, Shefa-Amr, Israel.
²Department of Science, Al-Qasemi Academic College, Baka El-Garbiah, Israel.
³Evolution Institute, Haifa University, Haifa, Israel.
⁴The Academic Arab College for Education, Haifa, Israel.

This study examined how the relevance of teaching the unit “acids and bases” affected the societal, individual, and vocational aspects of students’ learning. The sample included four high-school classes and the study focused on analyzing the differences between students who had studied the unit “acids and bases” through the High Relevance Approach (HRA) method and those who had studied it using a more traditional method (the Low Relevance Approach, LRA). A total of 112 students participated in the study, 57 (51%) of whom were from the experimental class (HRA) and 55 (49%) from the control class (LRA). The study was conducted through questionnaires to determine whether a close connection exists between the relevance of teaching the topic acids and bases and the societal, individual, and vocational dimensions of student achievement. Regarding the individual aspect, the teacher develops skills and increases the students’ motivation and enjoyment and improves their achievements. Regarding the vocational aspect, the teacher utilizes innovation and skills to achieve relevant learning; regarding the societal aspect, the relationship between the students in the classroom is strengthened and their positive self-experience increases.

Relevant Learning, Science Education, High Relevance Approach (HRA), Low Relevance Approach (LRA), Acids-Bases Chemistry

Asli, S. , Basheer, A. and Hugerat, M. (2023) Acid-Base Chemistry and Societal, Individual, and Vocational Aspects of Students’ Learning. Creative Education, 14, 943-960. doi: 10.4236/ce.2023.145060.