Effect of 5E instructional model in student success in primary school 6th year circulatory system topic

Learning is permanent and persistent change in behaviors of individuals; a state in which students become aware of knowledge they have not known before and apply it an activity they have not previously achieved. Information can qualify as knowledge only when this source is given a meaning and turned into a part of the thinking system by individuals. Individual interests, curricular requirements and socio-cultural structures should be taken into account while constituting a learning environment (Witrock, M. 1974). An individual is recognized by the world when he or she effectively participates in the process of constituting meaning rather than receiving conveyed information and waiting for it to be oriented and formed (Olsen, 1999). One of the significant explanations of this process is the constructivist approach. The nature of knowledge and learning becomes the fundamental ground of the constructivism (Brooks & Brooks 1993; Cannella & Reiff, 1994; Lawson, 1995). This theory is based on establishing knowledge from basis (Caprio, 1994). The construction of knowledge and learners’ application of knowledge exist at its core (Perkins, 1999). Learning is fulfilled through active participation in the learning process including activities such as discussion, experiences, , advocating ideas, developing hypothesis, interrogation and sharing ideas. Interactions among individuals are important. Learners do not accept knowledge as it is, rather they create or explore the knowledge (Perkins, 1999). Every knowledge gain establishes a base for increasing knowledge. New knowledge is built upon a base of previously constructed knowledge. Incidentaly, constructivist learning is the process of establishing a connection between former and new knowledge and integrating each new experience with existing knowledge. According to the constructivist learning theory, knowledge is developed while it is transmitting from an unbalanced to an equilibrium situation. If a new experience overlaps with former knowledge, it will be easily added to existing knowledge, and the individual is able to rapidly give meaning to new knowledge (Doolittle, 2001; Olsen, 1999; Yigit & Akdeniz, 1997). If a new experience does not overlap with previous knowledge, the individual will likely respond in one of four ways: 1. Destroying the existing knowledge. 2. Modifying existing former knowledge to conform to the new knowledge. 3. Modifying the new knowledge to conform to the former knowledge. 4. Rejecting the new knowledge (Witrock, 1974; Hand & Treagust, 1991).

Existing knowledge is expected to be made compatible with new knowledge for realization of meaningful learning. Examining the education system in our own country, Turkey, a traditional structure is composed of an inward-oriented, restrictive class environment witha teacher and a group of students, textbooks, desks and a blackboard, which are all contrary to the views stressed in the constructivist approach (Alesandrini & Linda, 2002; Cepni, Akdeniz & Keser, 2000; Schineider & Renner, 1980). These indicators show that we have a structure that is far from providing permanent, persistent changes we expect to be achieved in students. Studies of student-centered approaches in recent years provide evidence that traditional approaches encourage students to become more passive and are not beneficial for ensuring permanent learning (Balkan, 2001; Isman, 1999).

Intensive efforts are being taken in order to develop a better education model in Turkey. The Ministry of Education decided to implement the constructivist education approach in all primary schools throughout the country beginning with the 2005–2006 school year. New constructivist education programs were prepared, and they were publicized in seminars organized for primary school teachers at the end of 2004–2005 school year (Cinar, Teyfur, & Teyfur, 2006).

Schineider and Renner (1980) found that for concrete operational students, the 5E teaching approach is superior compared to traditional approaches in intellectual development gains. Adams et al. (1999) have explored the 5E instructional model approach in their study. It was found that the 5E instructional model encouraged students to develop their own frames of thought. Caprio (1994) compared a class in which he taught with traditional methodology in 1985 to one in which he taught with 5E instructional model method in 1994. Marek et al. (1990) examined the relationship between high school science teachers’ understanding of the Piagetian developmental model of intelligence, its inherent learning procedure of the 5E instructional model, and classroom teaching practices. In this study, the teachers expressed dissatisfaction with the teaching methods they had previously used. They displayed varying degrees of understanding of the learning cycle, which ranged from sound understanding to misunderstanding.

It seems that the constructivist approach could not be applied commonly in primary school science and technology education despite all these matters. The 5E instructional model that is used as the embodiment of the constructivist approach is composed of activities that increases students’ concerns, supports their expectations related to the topic and includes active use of their knowledge and skills. In studies conducted using the 5E instructional model, evidence repeatedly reveals that the model increases the success of students, elevates their conceptual understandings and positively changes their attitudes (Baker & Piburn, 1997; Kor, 2006; Ozsevgec, Cepni & Ozsevgec, 2006; Saglam, 2006).