The effect of electric current teaching based upon the 5E model on academic achievement and attitudes of students

In this study, it was observed that there were not significant differences between the results of the ECAT pretest applied to the students in the experimental and control groups. As a result of the research, it was observed that the students in the experimental group in which the 5E model was carried out were more successful than the students in the control group. For the experimental group in which lessons were studied in accordance with the 5E model, a considerable difference was observed between the success points of ECAT which was applied before and after the application. Depending on this result, it is possible to say that lessons which are taught in accordance with the constructivist E model with computer-support and material use have a great effect on student achievement. Similar results were found in consequence of investigation in the literature (Aydogmus, 2008; Er Nas, Cepni, & Coruhlu, 2010; Ergin et al., 2006; Gurses, 2006; Hand & Treagust, 1991; Kılavuz, 2005; Ozmen, 2004; Ozsevgeç, 2007; Saglam, 2006; Saka, 2006; Wilder & Shuttleworth, 2004; Yildiz, 2008).

In the research, it was determined that the worksheets used in the lessons which were taught according to the 5E model had positive effects on understanding abstract concepts by students. The search done in the literature provided similar results obtained in this research (Gurses, 2006; Ozdemir, 2006; Ozmen & Yildirim, 2005).

In the research, it was observed that the cartoons, animations and laboratory activities which were used in lesson teaching based on the 5E model increased students’ motivation towards the lesson and created positive effects on understanding abstract concepts. Similar results were found in consequence of investigation in the literature (Altun Yalcın, 2003).

In the research, it was determined that one-to-one interviews with the students and group works in the experimental group affected motivation to learn in a positive way. The search in the literature also provided similar results (Ozmen & Yildirim, 2005; Turker, 2009).

The results of the attitude scale applied in the research show that there are not significant differences in terms of attitude levels towards physics lesson between the experimental and control groups, but it was observed that the students in the experimental group were more willing and interested in the lesson during application. The search in the literature shows that there are researches having similar (Aydogmus, 2008) and contrary results-that is to say, researches show that the lessons which are studied according to the 5E model change attitudes of the students in a positive way (Akar, 2005; Balci, Cakiroglu, & Tekkaya, 2006; Boddy et al., 2003; Seyhan & Morgil, 2007; Teltik Baser, 2008; Turker, 2009) have been found.

In the research, it was seen that it is quite hard under the conditions of our country to teach all lessons through activities in which the 5E model is used. Similarly, it was determined by Sezen, Konur, and Cimer (2008)’ in their research which was conducted with teachers that some subjects were not appropriate for the 5E model and the models had some problems such as being time-consuming. It was stated that preservice teachers had difficulties in the phases of the model during application, they could not establish classroom authority. Related to the students, it was observed that their prior knowledge was inadequate and they got bored of the use of the model continually. In some research, it was expressed that a lack of material was experienced while using the 5E model (Baskan, Alev, & Atasoy, 2007; Bozdogan & Altuncekic, 2007).

Other constructivist studies were encountered while searching in the literature (Ates & Polat, 2005; Cavallo, 1996; Chambers & Andre, 1997; Lawson, 2001; Marshall & Dorward, 2000; Wang & Andre, 1991). In their researches, the researchers determined that teaching methods which were developed by using science teaching approaches and conceptual change strategies as base were more successful than the traditional teaching model in learning topics of physics. have figured out the effectiveness of an active learning based-interactive conceptual instruction (ALBICI) on pre-service physics teachers’ understanding on electric field concepts. The findings suggested that ALBICI teaching model enhanced pre-service physics students’ conceptual understanding and reduced most of their misconceptions despite a few misconceptions still occurred.

In this research, the effect of teaching the topic “electric current” according to the 5E model on academic achievement of students and their attitudes towards physics lesson was examined and the following results were obtained;

No meaningful differences were observed between the results of ECAT pretest conducted on the students in the experimental and control groups. In other words, it was determined that knowledge levels of the students in the experimental and control groups related to the topic were the same.
A significant difference was observed between the results of ECAT posttest applied to the students in the experimental and control groups. In consequence of the analyses, it was determined that the students in the experimental group were more successful than the students in the control group in the achievement test including the topics of Electric Current.
A considerable difference was observed for the experimental group in which the lesson was taught according to the constructivist 5E Model between achievement scores of ECAT test which was applied before and after the application. The results show that the students in the experimental group in which the 5E Model was carried out were more successful in the posttest, thus the model is an effective teaching method.
Analysis results of the attitude scale which was applied to the students before and after the application show that there is not a statistically significant difference in terms of attitudes towards physics lesson between the experimental group in which the 5E model was followed and the control group in which the traditional method was carried out.
The worksheets used during the teaching based on the 5E model were used to encourage students to work collaboratively, draw their attention to the lesson, and they provided benefits.
It was observed that one-to-one interviews with the students in the experimental group created positive changes in students’ motivation and their attitudes towards the lesson.
It was observed that cartoons and animations provided positive effects on understanding abstract concepts.

From the findings of this study the recommendations given below can be given;

The 5E model should be studied for a longer time and its effect on attitudes, permanence of concept learning should be examined.
In order to use the constructivist approach, first of all teachers should be informed about it and training to facilitate the application for teachers and preservice teachers should be provided.
Preparing laboratory guide books for teachers by arranging necessary studies in this respect and providing in-service training for teachers may increase the use of laboratories.
It is thought that one-to-one interviews with students in the process of education would affect achievement of students in a positive way.
It has been observed that teaching based on the 5E model takes a long time. It is possible to use time more effectively by giving students homework for the phases of enter and evaluation.
It is necessary to use multimedia combining graphics, animations, simulations, sounds, colors, software and video clips in the education environment, along with real models, shapes.
Projects in which students can express themselves, discover their abilities, evaluate the activity that they do should be supplied for students.