Effects of the 5E learning model on students’ academic achievements in movement and force issues

Açışlı, Sibel; Yalçın, Sema Altun; Turgut, Ümit

doi:10.1016/j.sbspro.2011.04.128

Cited by 30 publications

(17 citation statements)

References 2 publications

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“…This overall result was initially expected before the study. Because the individual studies conducted on the 5E learning cycle (Açışlı et al, 2011;Ates, 2006;Bybee, 2009;Ebrahim, Coulson, as cited in Bybee, 2009;Ergin et al, 2008) and on simulation (Başer, 2006;Jaakko & Nurmi, 2008;McKagan et al, 2009;Ronen & Eliahu, 2000;Sokolowski, 2013;Zacharia, 2005) all reported successful learning outcomes. Hence, the higher success rate of experimental group would be ascribed first to the development of treatment and second to successful application of it.…”

Section: Discussionmentioning

confidence: 99%

“…In science education, the number of researches investigating the effects of the 5E learning cycle has increased rapidly in the last decades. They generally reported that application of it resulted in mastery of subject matter, better retention of concepts, greater science achievement, improved reasoning ability and superior process skills than obtained by traditional instructions (Açışlı, Yalçın, &Turgut, 2011;Ates, 2005;Bybee, 2009;Duran, Duran, Haney, & Scheuermann, 2011;Ergin, Kanlı, & Ünsal, 2008). It was also reported that the method is being constantly refined as new researches emerge to support its effectiveness (Duran et al, 2011).…”

Section: E Learning Cyclementioning

confidence: 99%

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A Study Investigating the Effect of Treatment Developed by Integrating the 5E and Simulation on Pre-service Science Teachers’ Achievement in Photoelectric Effect

Taşlıdere

2015

EURASIA J MATH SCI T

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The Current study investigated the effect of the 5E learning cycle in which the simulations were integrated on pre-service science teachers' achievement in photoelectric subject. Four sophomore level classes with their 140 students participated in the research and a quasiexperimental design was used. The classes were randomly assigned into one of the two treatment groups. The experimental group (n1=69, male=16, female=53) studied photoelectric effect with the developed instruction and the control group (n2=71, male=19, female=52) studied the same subject with traditional instruction. Achievement test and open-ended exam were administered to measure students' pre-and-post achievements. The main effect of treatment on post-tests scores was examined via MANCOVA with pre-achievement scores used as covariate. The analyses yielded significant treatment effect on the collective dependent variables. Follow up ANCOVA results indicated that the instruction developed for the experimental group affected participants' post-achievement and post-open-ended exam scores significantly. Extensive analyses of the open-ended exam items showed that some of the participants were considering the supplied potential as the preliminary condition for the current flow in photocell circuit. The instructors or researchers would develop their treatments by integrating scientifically well-developed simulations into 5E learning cycle and use them in their lessons to promote learners' achievements.

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Section: Discussionmentioning

confidence: 99%

Section: E Learning Cyclementioning

confidence: 99%

A Study Investigating the Effect of Treatment Developed by Integrating the 5E and Simulation on Pre-service Science Teachers’ Achievement in Photoelectric Effect

Taşlıdere

2015

EURASIA J MATH SCI T

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“…The 5E model is based on a constructivist approach that relies upon building new knowledge on a foundation of old knowledge. Studies carried out on this subject have been conducted for the purpose of investigating the impact of the 5E model on different school subjects and variables (Öztürk, 2008;Açışlı, Yalçın & Turgut, 2011;Turgut & Gürbüz, 2011;Uzunöz, 2011;Kanlı & Yağbasan, 2008).…”

Section: Purpose and Significance Of The Researchmentioning

confidence: 99%

A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey

Anil,

Batdi

2015

Journal of Education and Training Studies

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The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, the meta-analytic method known as the 'analysis of analyses' was used and a review undertaken of the studies and theses (N=14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ES academic achievement =1,132, ES retention : 1,417 and ES attitude =0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores.

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“…Besides WebQuest media, the literature suggests that the 5E-learning model contributes to students’ learning and satisfaction. In their study investigating the effectiveness of supplementary materials on student achievement by using the 5E-learning model, Açışlı et al. (2011) found that the experimental group had a higher average in the post-test mean scores than the control group taught by traditional methods ( t 58 = 5.06; p = 0.00 < 0.05).…”

Section: Discussionmentioning

confidence: 99%

The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction

Sahin¹,

Baturay

2016

E-Learning and Digital Media

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The purpose of this research study is to investigate the effect of the 5E-learning model supported with WebQuest media on the achievement and satisfaction of students. Therefore, two groups of students were compared in an experimental research design model. The experimental group was exposed to the 5E-learning model supported with WebQuest media; the control group was exposed to only the 5E-learning model in the classroom. The study was carried out with 104 students at a K12 school in Turkey, in the 2010-2011 spring semester. Of 104 students, 52 were randomly assigned to the experimental and control groups, respectively. The data were collected through an achievement test and a scale. The findings indicated that the 5E-learning model supported with WebQuest media promotes students' learning and the instruction provided through this environment satisfies students, particularly the female ones. It is suggested that, considering the significant difference between the groups of students in terms of their achievement and the positive effect of WebQuest on students' learning, WebQuest may be embedded into teaching. High satisfaction levels of the students with the WebQuest intervention is expected to contribute to students' motivation, which also positively affects their learning.

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Effects of the 5E learning model on students’ academic achievements in movement and force issues

Cited by 30 publications

References 2 publications

A Study Investigating the Effect of Treatment Developed by Integrating the 5E and Simulation on Pre-service Science Teachers’ Achievement in Photoelectric Effect

A Study Investigating the Effect of Treatment Developed by Integrating the 5E and Simulation on Pre-service Science Teachers’ Achievement in Photoelectric Effect

A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey

The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction

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