The effect of 5e learning model instruction on seventh grade students’ conceptual understanding of force and motion

Abstract

The purpose of this study is to investigate the effect of 5E learning model instruction on seventh grade students’ conceptual understanding of force and motion. A quasi-experimental method was applied in this study. The sample of the study consisted of 52 seventh grade students in a primary school in Izmir. Students in the experimental group were instructed according to 5E learning model. Based on this model, the conditions of conceptual change (dissatisfaction, understandability, plausibility and fruitful) were implemented. In the control group, the instruction was depended on the recommendations of the Science and Technology Curriculum by National Ministry of Education. All students were pre-tested and post tested with the Force and Motion Concept Test. Besides, three target students were selected by purposive sampling method in order to monitor the changes in students’ conceptual understanding. The results revealed that experimental group students’ misconceptions decreased significantly better than the control group students’ according to scores on the test. The pre-interviews conducted with three target students in the experimental group determined that these students have understandings different than scientific facts. In the final interview, improvements were observed in these students’ force and motion understandings.