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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 14 (Dec., 2017) |
The developments in science and technology shape almost every phase of our social lives. Science is a field in which the base of science and technology is taught. By the help of science lessons, individuals are developed in terms of cognition and productivity. Thus, modern theories must be applied in the teaching of science (Isman, Baytekin, Balkan, & Horzum, 2002).
Today, the most important purpose of reforms related to education is to provide a system which would help students learn with understanding. In order to manage this, it is agreed that it is necessary to apply new methods through learning and teaching approaches in which prior knowledge of students are considered and students reach the information on their own- that is to say that students actively engaged in learning process and take responsibilities in learning. Contemporary approaches emphasize a student-centered teaching which takes student learning as the base by considering individual differences of students and learning characteristics of students. The effectiveness of the constructivist learning theory, which is one of these approaches, has increased recently. It is seen that secondary education physics curriculum is being developed again according to modern learning theories and approaches and the constructivist approach is adopted in the studies of curriculum particularly. As the reasons of this, it is possible to say that it advocates a student-centered learning and tries to provide a learning environment which would contribute to increasing high-level student motivation and thinking skills (Boddy, Watson, & Aubusson, 2003).
Teachers in many countries, especially in developed countries, are welcoming an educational understanding which is based on the constructivist approach with open arms (Powell, Farrar, & Cohen, 1985). The constructivist approach depends on the notion that knowledge is better learnt in consequence of actively structuring by the individual. The main structure of this opinion depends on establishing a connection between current information and prior knowledge in order to provide learning. In constructivist classes, students are encouraged to hypothesize and test these hypotheses. They do not receive the explanations made by teachers passively. They acquire the necessary skills to apply what they have learnt to other problems (Limon, 2001; Smerdon, Burkam, & Lee, 1999).
In constructivist student-centered classrooms, mental energy of a student is high in most of a lesson. The mental energy of a teacher is also high because s/he guides students during lesson as they structure information. The increase in students’ interest increases teachers’ efforts. A more productive and enjoyable learning environment is provided. An ideal learning environment increases involvement, critical thinking and permanence of knowledge(Lord, 1999). Students may check their own learning (Brooks & Brooks, 1999; Kanselaar, 2002; Salomon, 1999).
Osborne and Wittrock (1983) who are among the supporters of the constructivist approach and practitioners of it in Science Education emphasize that the accumulation of knowledge that a student or an individual possess at any time is very important in responding new information or stimulus (Burhberger, 2000; Lewis, 2001; Sensoy, Yildirim, & Aydogdu, 2006).
Different learning and teaching models have been developed for the sake of using the constructivist learning approach. One of these models which have been carried out recently with different process phases in the education process is the 5E learning model. The 5E model is a science teaching method, depending on research-based constructivist learning theory and experimental activities. This model was developed by Bybee (1993), who is one of the leading names of Biological Science Curriculum Study (BSCS), in 1967 and used (MMS., 2002). In the researches conducted on the 5E model, there are findings which support the idea that the model increases achievement of students, provides their conceptual development and changes their attitudes in a positive way (Kor Ayas, 2006; Saglam, 2006).
The 5E model has been built on the results of researches that are determined within the standards of national science education (Newby, 2004). The model consists of 5 phases; Engage-Enter, Explore, Explain, Elaborate and Evaluate (Carin & Bass, 2005). The 5E model enables to learn a new concept or understand a well-known concept thoroughly (Ergin, Kanlı, & Tan, 2006).
In our country, various activities and materials have been developed according to the constructivist learning theory (Cepni, Akdeniz, & Keser, 2000; Gurses, 2006; Ozmen & Yildirim, 2005; Sifoglu, 2007). These developed activities and materials are generally prepared in accordance with the 5E model. It has been expressed that this is the model whose usability is the highest (Gurses, 2006). As a result of the review made in the literature, it has been observed that most of the materials prepared according to the 5E model are in accordance with all stages of the model and equal emphasis is focused on each stage (Er Nas, Cepni, Yildirim, & Senel, 2007; Gurses, 2006; Orgill & Thomas, 2007).
It is known that students in many conducted researches could not easily learn physics concepts, which are artificial, and they made mistakes in these concepts (Cepni, 1997; Eryilmaz, 2002; Kucukozer, 2004). Karacam and Digilli Baran (2015) stated that physics achievements of students having a social oriented motivation are low, since physics teaching environments does not support social learners.
Teaching of the topic electricity through the 5E model of the constructivist approach and researching the effect of this model on the academic success and attitudes of students would be important to provide effective, permanent and meaningful learning.
The purpose of this research is to search the effect of teaching the topic Electric Current, which is taught in the content of 11th grade physics lesson, according to the 5E model of the constructivist learning theory and the traditional method on academic achievement and attitudes of students.
