The present study aimed at determining and examining high school first, second, third and fourth class grade students’ attitudes towards context based learning approach with respect to the variables of gender, class grade and school. The study was carried out with a total of 5325 high school students in Turkey (n1(first class grade)=1509, n2(second class grade)1265, n3(third class grade)=1140, n4(fourth class grade)=544; none: 867 Female: 2450, Male: 2866; none:9). In the study, Student Context based Approach Attitude Scale made up of 18 items, whose reliability and validity were calculated, was used as data collection tool. The data collected were analyzed using descriptive analysis, independent samples t-test and ANOVA found in the package software of SPSS 16. The results revealed that the students’ general attitude mean score was 3.01 out of 5. . The results obtained in the study are thought to be important as they not only help determine high school students’ attitudes towards context based learning approach and identify the influence of certain variables on their attitudes but also cover but also cover all the class grades of high school. Moreover, it should be determined to how context based learning approach is applied in educational institutions by the governments.

Abu Hola, I. (2005). Uncovering gender differences in science achievement and attitudes towards science for jordanian primary pupils. Damascus University Journal, 21(1), 19-53.

Açıkgöz, K. Ü. (1992). İşbirlikli Öğrenme Kuram-Araştırma-Uygulama. Malatya: Uğurel Matbaası.

Akgün, A., Aydın, A., & Öner Sünkür, M. (2007). İlköğretim bölümü öğrencilerinin fen derslerine yönelik tutumlarının çeşitli değişkenler açıcından incelenmesi. A.Ü. Bayburt Eğitim Fakültesi Dergisi, 2(2), 1‐14.

Allan, M., & Bahtaji, A. (2015). Improving transfer of learning through designed context-based instructional materials. European Journal of Science and Mathematics Education, 3(3),  265‐274.

Amelink, C.  (2009). Literature overview: Gender differences in science achievement. https://www.engr.psu.edu/AWE/misc/ARPs/ARP_GenderDifferencesScience_Overview.pdf  11.07.2015

Bang, E.,& Baker,D.B. (2013). Gender differences in Korean high school students’ science achievements and attitudes towards science in three different school settings. Mevlana International Journal of Education (MIJE),  3(2), 27-42.

Baran, M. (2011). Teknoloji ve Proje Tabanlı Öğrenme Yaklaşımı Destekli Düşünme Yolculuğu Tekniğinin Lise 11. Sınıf Öğrencilerinin Fizik Başarısı ve Akademik Benlik Tasarımına Etkisi. Doctoral Dissertation,  Dicle University, Diyarbakır, Turkey.

Baran, M., Baran, M. & Bozkurt A. (2015). Fen öğretmen adaylarının proje tabanlı öğrenme yaklaşımına yönelik görüşlerinin değerlendirilmesi. Retrieved July 7, 2015, from http://ejercongress.org/pdf/BildiriKitab%C4%B12015.pdf.

Becker, B. J. (1989). Gender and science achievement: A reanalysis of studies from two meta-analyses. Journal of Research in Science Teaching, 26(2),141-169. DOI: 10.1002/tea.3660260206

Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: Öss ve pisa analizi. Eğitim Bilimleri ve Uygulama, 4(7), 21-35.

Bennett, J., Lubben, F., Hogarth, S. (2007) Bringing science to life: a synthesis of the research evidence on   the effects of context-based and STS approaches to science teaching. Sci Edu, 91, 347-370.

Boujaoude, S. (2000). What might happen ıf “ what might happen ıf…? students use the future wheel to analyze science-related social ıssues. The Science Teacher, 67(4), 45-47.

Broman, K., Bernholt, S., & Parchmann, I. (2015). Analysing task design and students’ responses to context-based problems through different analytical frameworks. Research in Science & Technological Education, 33(2),143-161.View & annotate PDFRead, annotate and save this article using the colwiz Interactive PDF Reader | Add to colwiz LibrarySave this article to your colwiz library to read and reference anywhere DOI: 10.1080/02635143.2014.989495

Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve Uygulamada Eğitim Yönetimi, 56, 521-546.

Checkley, D. (2010). High school students’ perceptions of physics. a thesis submitted to the school of graduate studies of the university of lethbridge in partial fulfillment of the requirements for the degree. Retrieved from https://www.uleth.ca/dspace/handle/10133/2584 Date: 05.02.2016

Cox, M. 2015. A basic guide for empirical environmental social science. Ecology and Society 20(1), 63. http://dx.doi.org/10.5751/ES-07400-200163.

Çam, F., &  Köse Özay, E. (2008). Yaşam temelli öğrenme. Retrieved April 4, 2015, from http://www.egitisim.gen.tr/site/arsiv/54-20/343-yasam-temelli-ogrenme.pdf SNAB, http://www.advancedbiology.org/

Çapulcuoğlu, U., & Gündüz, B. (2013). Öğrenci tükenmişliğini yordamada stresle başa çıkma, sınav kaygısı, akademik yetkinlik ve anne-baba tutumları. Eğitim Bilimleri Araştırmaları Dergisi, 3(1), 201-218.

Demircioğlu, H. (2008). Sınıf öğretmeni adaylarına yönelik maddenin halleri konusuyla ilgili bağlam temelli materyal geliştirilmesi ve etkililiğinin araştırılması, Doktora Tezi, KTÜ, Fen Bilimleri Enstitüsü.

Doğan, S.  (2012). Lise öğrencilerinin okul iklimi algıları. Adiyaman Üniversitesi Sosyal  Bilimler Enstitüsü Dergisi,  5(10).

Erdemir, N. (2010). Determining students’ attitude towards physics through problem-solving strategy. Asia-Pacific Forum on Science Learning and Teaching, 10 (2),19.

Jones, M.G., Howe, A., & Rua, J.M., (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180-192.

Gök, T., & Sılay, İ. (2008). Fizik eğitiminde işbirlikli öğrenme gruplarında problem çözme stratejilerinin öğrenci başarıları üzerindeki etkileri. HÜ Eğitim Fakültesi Dergisi, 34, 116-126.

Hançer, H. A., Uludağ, N., & Yılmaz, A. (2007). Fen bilgisi öğretmen adaylarının kimya dersine yönelik tutumlarının çeşitli değişkenlere göre değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 100-109.

Harty, H., & Beall, D. (1994). Attitudes towards science of gifted  and nongifted fifth graders. Journal of Research in Science Teaching, 21, 483-488.

Hazari, A., Tai, R.H., & Sadler, P.M. (2007). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 91(6), 847–877.

Hırça,  N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi.  9(17), 313-325.

Karacaoğlu, Ö. C.,& Acar, E. (2010). Yenilenen programların uygulanmasında öğretmenlerin karşılaştığı sorunlar. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. 7(1), 45-58.

Kaya H., & Böyük U.(2011). Attitude towards physics lessons and physical experiments of the high school students. European Journal of Physics Education, 2(1),38-48.

Kim, S.W., & Chea, S.H. (1997). The present Operational Status of Science Clup Activities in Secondary School and Improvement Schemes (in Korean). Journal of Korean Association For Research in Science Education, 17, 511-524.

Kola, A. (2013). Gender analysis of students’ academic performance in physics practical in colleges of education, Nigeria. Advances in Arts, Social Sciences and Education Research, 3(5), 447-452.

Levin,T.,Sabar,N. & Libman,Z.(1991).Achievements and attitudinal patterns of boys and girls in science. Journal of Research in Science Teaching, 28(4),315-328.

Mattern, N. & Schau, C. (2002). Gender difference in attitude-achievement relationships over time mong white middle-school students. Journal of Research in Science Teaching, 39(4), 324-340.

Otter, C. (2011). Context based learning in post compulsory education: Salters advanced chemistry project. Educació Química EduQ, 10, 11-17.  DOI: 10.2436/20.2003.02.71

Overman, M., Vermunt, J.D., Meijer, P.C., Bulte, A.M.W., & Brekelmans, M. (2014). Students’ perceptions of teaching in context-based and traditional chemistry classrooms: comparing content, learning activities, and interpersonal perspectives. Int J Sci Edu, 36, 1871-1901.

Sözbilir, M., Sadi, S., Kutu, H., & Yıldırım, A. ( 2007, June). Kimya eğitiminde içeriğe/bağlama dayalı (context-based) Öğretim Yaklaşımı ve dünyadaki uygulamaları. Paper presented  at the meeting I. Ulusal Kimya Eğitimi Kongresi, Istanbul, Turkey.

Papanastasiou, E. C., &  Zembylas, M. (2002). The effect of attitudes on science achievement: a study conducted among high school students in cyprus. International Review Of Education, 48(6), 469–484.

Rivard L. P. & Straw, S. P. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84, 566-593.

Vos, V. (2014). The Use of Context in Science Education. Retrieved from: http://dspace.library.uu.nl/bitstream/handle/1874/297294/The%20Use%20of%20Context%20in%20Science%20Education.pdf?sequence=2  Date: 14.10.2015

Yoon, J. (2002). Factors of the Students’ Career Choice Realated to Science (in Korean). Journal of Korean Association for Research in Science Education, 22, 906-921.

Young, D.J., & Fraser, B.J. (1994). Gender differences in caribbean students’ performance on a test of errors in biological labeling. Journal of Research in Science Teaching, 31(8), 857-871.