The Effects of 5E Model Supported by Life Based Contexts on the Conceptual Understanding Levels Measured Through Different Techniques

Year 2019, Volume: 5 Issue: 2, 227 - 243, 07.07.2019

Sema Aydin Ceran , Salih Ates

https://doi.org/10.21891/jeseh.557999

Cited By: 3

Abstract

In this study, it was aimed to determine the effects of the learning
process based on the 5E Model Supported by Real Life Based Context in the Unit
of Force and Energy in the course of Science on the conceptual understanding
levels of the students at the seventh grade which are measured various
techniques. The research was designed with quasi-experimental design with pre-test
post-test control group and the lessons were taught in the experimental groups
through lesson plans developed according to 5E Model Supported by Life Based
Contexts while, in the control groups, the lessons were conducted through
methods based on transmitting or presenting information. The study group of the
research consists of 80 students who study at the level of the seventh
grade.  The conceptual understanding
levels of the students were measured through the Life-Based Concept Test and
Concept Maps. The data of the research was analyzed via Manova method. The
students in the experimental group were seen to have higher average statistically
significant scores in both Life-Based Concept Test and Force and Energy Concept
Maps when compared to the students in the control group. In the research, it
was observed through tests in various formats that the teaching process which
are conducted based on real life contexts through integrating the Life Based
Approach into 5E Model was effective on the development of conceptual
understanding levels of the students in the unit of Force and Energy.

Keywords

Context Based Learning Approach, Conceptual Understanding, 5E Learning Model

References

• Aydin Ceran, S. & Ates, S. (2019). The effects of 5E model supported by life based contexts on the conceptual understanding levels measured through different techniques. Journal of Education in Science, Environment and Health (JESEH), 5(2), 227-243. DOI:10.21891/jeseh.557999