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Context-based learning has been a highly preferred approach in science education in recent years. However, it can be seen that context-based learning has been neglected in environmental education. This study provides clues as to how the context-based learning approach is used in environmental education. It also shows that environmental measurement devices can be used in context-based learning in order to educate prospective science teachers. The aim of the study is to investigate the effect of a context-based learning approach, based on environmental measurement devices, on prospective science teachers’ self-efficacy beliefs and their environmental literacy. Fifty-four Turkish prospective science teachers participated in the study. As a result of the research, it has been determined that the context-based learning approach has a positive effect on the environmental education self-efficacy beliefs of prospective science teachers, and their environmental literacies. The qualitative data showed that the prospective science teachers’ knowledge about environmental problems increased. In addition, positive developments were observed with regard to belief in the self-efficacy of the prospective teachers in terms of environmental education. The results suggest that context-based learning, supported by environmental measurement devices, can be effectively utilised as a framework in courses or extracurricular modules for environmental education.

Context-Based Learning Supported by Environmental Measurement Devices in Science Teacher Education: A Mixed Method Research