 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 9, Issue 2, Article 10
(Dec., 2008) |
Discussion
This study offers results that support work previously performed by other researchers (Adams, Bevevino & Dengel, 1999; Caprio, 1994; Cepni, Akdeniz & Keser, 2000; Sungur, Tekkaya & Geban, 2001; Demircioglu, Ozmen & Demircioglu, 2004; Lord, 1999; Marek, Eubanks & Gallaher, 1990; Bayar, 2005; Seyhan & Morgil, 2007 ). Seyhan & Morgil (2007) compared two classes taught by traditional methods with two classes taught using the 5E instructional model method. The study indicated that the experimental groups had much greater understanding of the information covered especially on questions that required interpretation. Saglam’s study (2006) on the subject of developing 5E activities orienting to the Light and Sound Unit and evaluating its effectiveness determined that student teaching materials developed according to the 5E instructional model increased achievements and attitudes of the experimental group in 5th class more significantly than compared to the control group. Kor’s (2006) study on the subject of the effect of materials developed based on integrative learning theory in an “Electricity in our Life” unit of a 5th grade class determined that it was effective for promoting learning concepts and the removal of conceptual errors through teaching based on a constructivist approach. Saka & Akdeniz studied (2006) developing computer-aided materials in genetics and their implementation according to the 5E instructional model that preparing class activities appropriate to 5E instructional model in topics with conceptual errors will not only release students from a monotonous class environment especially but also brings a good experience in teacher candidates by carrying out their classes appropriate with 5E instructional model.
