摘要：This study examines how learning acid-base concepts can be made more relevant for students. It analyzes how the concepts learned in chemistry by tenth graders are aligned with their everyday lives. Two approaches to teaching are compared: the Low Relevance Approach (LRA) and the High Relevance Approach (HRA). The HRA approach emphasizes learning how chemistry materials are relevant to students’ daily life.The subject taught was acids and bases. Following the intervention program, a perception-type motivation and satisfaction questionnaire was administered to the students in order to determine the effect that the ‘relevant experiential’ teaching style had on students’ attitudes towards chemistry, regarding their motivation for and satisfaction when studying chemistry, and on their academic achievements in the chemistry. Based on the assessment of students' cognitive and scholastic performance, it is clear that relevance-oriented experiments in chemistry significantly contribute to these learning variables.
