Author :
Abstract
In this study, it was aimed to determine the effect of the activities developed as compatible with 5E learnnig model based on constructivist approach to instruction on preservice science teachers’ achievement of acids-bases subject. The sample composed of total 43 science undergraduates enrolled to Department of Science Teacher Traning in Bayburt Faculty of Education, Bayburt University. Two intact groups were assigned randomly as control and experimental group. During four weeks, while acids-bases subject was taught by 5E learning model in experimental group, it was instructed using traditional approach to teaching in control group. Data was gathered using an achievement test of acids-bases with 20 items developed by the researchers and a semi-structured interview performed by the lecturer. Quantitative data was statistically analyzed by t- test. The result of this analysis showed that there is a statistically significant difference between experimental and control groups with respect to the undergraduates’ achievement of acids-bases in favor of experimental group, suggesting that activities based on 5E learning model improved significantly students’ learning of acids-bases in comparison with traditional instruction. In addition, supporting the quantitative results, analysis of interview data indicated that the activities based on 5E model can be efficiently implemented in science classes and helped students improve meaningful learning.
Keywords
Abstract
In this study, it was aimed to determine the effect of the activities developed as compatible with 5E learnnig model based on constructivist approach to instruction on preservice science teachers’ achievement of acids-bases subject. The sample composed of total 43 science undergraduates enrolled to Department of Science Teacher Traning in Bayburt Faculty of Education, Bayburt University. Two intact groups were assigned randomly as control and experimental group. During four weeks, while acids-bases subject was taught by 5E learning model in experimental group, it was instructed using traditional approach to teaching in control group. Data was gathered using an achievement test of acids-bases with 20 items developed by the researchers and a semi-structured interview performed by the lecturer. Quantitative data was statistically analyzed by t- test. The result of this analysis showed that there is a statistically significant difference between experimental and control groups with respect to the undergraduates’ achievement of acids-bases in favor of experimental group, suggesting that activities based on 5E learning model improved significantly students’ learning of acids-bases in comparison with traditional instruction. In addition, supporting the quantitative results, analysis of interview data indicated that the activities based on 5E model can be efficiently implemented in science classes and helped students improve meaningful learning.
Keywords
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