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Asia-Pacific Forum
on Science Learning and Teaching, Volume 9, Issue 2, Article 10
(Dec., 2008) |
This study examined whether or not activities prepared according to the 5E instructional model have an impact on student success. Experimental and control groups are composed of total 38 students studying at one school in Turkey. 19 students were in each of experimental and control groups. Lessons were given in both groups with two different methods for 4 weeks. The same researcher taught 38 students at the 6th grade level.
While the 5E instructional model activities were used in the experimental group, traditional teaching took place through the use question and answer methods. Multiple choice achievement tests (15 questions composed of four answer options) were created by taking into account answers obtained during the interviews with 7th grade students in addition to a review of the research literature and specialists’ opinions. Both the pre-test and post-test were scored out of 100. The reliability of achievement test prepared was calculated as 0.83. The achievement test was given to both groups as pre-test and post-test. The implementation continued in both groups for 4 class hours per week for a period of 4 weeks.
