This study employs a mixed-methods approach, integrating qualitative and quantitative research paradigms to examine the efficacy of context-based instructional strategies in fifth-grade science education. Conducted in two distinct fifth-grade classes within a primary school in Bayramic, Canakkale, the research designates control and experimental groups to explore the impact of these pedagogical methods. Data collection encompassed a conceptual understanding test, an attitude scale, and semi-structured interviews and discussions. Quantitative data were acquired through pre-tests, post-tests, observational assessments, and the administration of an attitude scale, subsequently analyzed to discern shifts in conceptual mastery and attitudinal changes. Qualitative insights were gleaned from semi-structured interviews, offering a nuanced view of student experiences. The results indicate a statistically significant advantage (p=0.001) of the context-based approach over traditional teaching methods in fostering students’ grasp of scientific concepts related to Earth and the Universe. This approach also appeared to enhance the retention of learned material, although not to a statistically significant degree (t = 0.594; p = 0.555) Meanwhile, the Science Attitude Scale revealed no significant difference in the overall impact on student attitudes between context-based and traditional approaches (t = 0.622; p = 0.54). Contrastingly, qualitative feedback from the experimental group highlighted a positive shift in students’ attitudes toward science when engaged with context-based learning. Based on these findings, recommendations are proposed for educators to consider the integration of context-based materials and activities to facilitate meaningful learning in science. The study also suggests avenues for further research to substantiate these findings.