Effectiveness of 5E learning cycle model on students' understanding of acid-base concepts

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2005

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Akar, Elvan

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The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students2 understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatürk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

Subject Keywords

Secondary Education.

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http://etd.lib.metu.edu.tr/upload/12605747/index.pdf
https://hdl.handle.net/11511/14627

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Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

E. Akar, “Effectiveness of 5E learning cycle model on students’ understanding of acid-base concepts,” M.S. - Master of Science, Middle East Technical University, 2005.