摘要：The purpose of this study was to investigate the effect of Dual Situated Learning Model (DSLM) on teaching photosynthesis and respiration concepts. The subjects of the study were 61 8th grade students who enrolled in a primary school in İzmir, Turkey. In this study, a quasi-experimental pretest-posttest control group design was utilized and two instruction methods were employed. Two groups were assigned randomly as experimental and control groups. Dual Situated Learning Model instruction was employed in experimental group whereas traditional one was employed in control group. A photosynthesis and respiration concept achievement test (17 items) and open-ended questions (6 items) were used as a measurement tools. The results indicated that there were significant differences between the groups in favor of the experimental group. In parallel, DSLM has been found to be more effective in eliminating misconceptions than traditional method.
