Science in Daily Life: Meaningful Learning through Real-World Contexts

Abstract

This academic article aims to propose an instructional approach that incorporates learners’ everyday life contexts into science learning, in order to foster meaningful understanding and 21st-century core competencies. Grounded in the theoretical frameworks of Constructivism, Context-Based Learning, and Scientific Literacy, this article analyzes the importance of designing science instruction through real-life situations and relevant experiences. Examples of learning activities and classroom-based case studies—such as analyzing drinking water quality or investigating chemical products at home—are provided to demonstrate how everyday contexts can be transformed into powerful learning environments. Furthermore, the article presents five key pedagogical recommendations: using real-world questioning as a starting point, developing contextualized learning materials, supporting systemic collaboration between schools and communities, enhancing teacher professional development in contextual pedagogy, and employing assessment strategies aligned with meaningful learning outcomes. The article ultimately argues that science learning rooted in everyday contexts can empower students to connect classroom knowledge with the real world, cultivating scientifically literate individuals capable of living responsibly and sustainably.