5E ÖĞRENME MODELİNİN ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ: META-ANALİZ

Yıl 2022, Cilt: 14 Sayı: 4, 532 - 552, 30.09.2022

Ferdi Bahadır , Melih Dikmen

Öz

Yapılandırmacı yaklaşımı temel alan 5E öğrenme modeli, başta fen bilimleri olmak üzere birçok alanda uygulanmaktadır. Bu araştırmanın amacı 5E öğrenme modelinin akademik başarı üzerindeki etkisini inceleyen çalışmaların meta-analizini yapmaktır. 2017-2021 yılları arasında yapılmış, belirlenen ölçütlere uygun olan araştırmalar çalışma havuzuna dâhil edilmişidir. Elde edilen verilere ait tanımlayıcı özellikler, deney ve kontrol gruplarına ait örneklem sayısı, aritmetik ortalama ve standart sapma verileri kodlanmıştır. Ayrıca 5E modelinin uygulandığı ders ve öğretim kademesi moderatör değişken olarak ele alınmıştır. Meta-analiz sonucunda 5E öğrenme modelinin akademik başarı üzerine etkisinin rastgele etki modeline göre geniş düzeyde olduğu belirlenmiştir. Moderatör değişkenler açısından incelendiğinde 5E öğrenme modelinin uygulandığı öğretim kademesine göre etki büyüklüğünün anlamlı olarak farklılaşmadığı görülürken, modelin uygulandığı derse göre etki düzeyinin anlamlı olarak farklılaştığı görülmüştür. Araştırma bulgularına dayalı olarak bir takım önerilerde bulunulmuştur.

Anahtar Kelimeler

5E öğrenme, Yapılandırmacılık, Meta-Analiz, Akademik Başarı, Öğrenme modelleri.

THE EFFECT OF 5E LEARNING MODEL ON STUDENTS' ACADEMIC ACHIEVEMENT: META-ANALYSIS

Öz

The 5E learning model, which is based on the constructivist approach, is applied in many fields, especially in science. The aim of this research is to meta-analyze the studies on the effect of the 5E learning model on academic achievement. Studies conducted between 2017 -2021 and meeting the criteria determined were included in the study pool. The descriptive features of the obtained data, the sample number of the experimental and control groups, the arithmetic mean and standard deviation data were coded. In addition, the course and teaching level in which the 5E model was applied were considered as moderator variables. The findings showed that the 5E learning model greatly affected academic achievement according to the random effects model. When examined in terms of moderator variables, it was seen that the effect size did not differ significantly according to the teaching level in which the 5E model was applied, while the effect level differed significantly according to the course in which the model was applied. Some suggestions were made based on the research findings.

Anahtar Kelimeler

5e learning, Constructivism, Meta-analysis, Academic achievement, Learning models.

Kaynakça

• Akaydın, B. B. & Kaya, S. (2018). The effect of 5e model with and without animation on students’ achievement and attitude in social studies. Kastamonu Education Journal, 26(1), 171-179. DOI: 10.24106/kefdergi.375723
• Aygün, İ. (2019). The effect of 5E learning model on the academic success and mathematics self-efficacy of 7.grade students in the field of algebra (Unpublished master's thesis). Ondokuz Mayıs University, Institute of Educational Sciences, Samsun.
• Balcı Çömez, C., Çavumirza, E., & Yıldırımm, M. (2021). Investigation of the effect of web 2.0 supported 5e learning model on students' success and opinion in teaching pressure unit in distance education. Participatory Educational Research, 9(1), 73-97.
• Başol, G., & Johanson, G. (2009). Effectiveness of frequent testing over achievement: A meta-analysis study. International Journal of Human Sciences, 6(2), 99-121.
• Bayram, B. & Kırbaşoğlu Kılıç, L. (2017). The effect of 5e model on success and permanency in 6th grade grammar teaching. Erzincan University Journal of Education Faculty, 19(1), 1-20 . DOI: 10.17556/erziefd.289948
• Bıyıklı, C. (2013). The effect of 5E learning model designed according to learning experiences on the science process skills, level of learning and attitude (Unpublished doctoral thesis). Hacettepe University, Social Sciences Institute, Ankara.
• Borenstein, B., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2013). Introduction to meta-analysis (S. Dinçer, Trans.). Ankara: Anı Publishing.
• Bunkure, Y. I. (2019). Efficacy of 5E learning strategy in enhancing academic achievement in physics among students in Rano Education Zone, Kano State, Nigeria. ATBU Journal of Science, Technology and Education, 7(3), 296-304.
• Büyükdede, M., & Tanel, R. (2018). Effect of the stem activities related to ımpulse-momentum topics on academic achievement. Electronic Turkish Studies, 13(27), 327-340. DOI:http://dx.doi.org/10.7827/TurkishStudies.14283
• Bybee, R. W. (1993). Instructional model for science education, in developing biological literacy. Colorado Springs, CO: Biological Sciences Curriculum Studies.
• Bybee, R. W. (2009). A commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. The BSCS 5E instructional model and 21st century skills. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf
• Ceylan, D. (2017). The effect of context-based learning approach practiced in geography education in parallel with 5E model on academic success (Unpublished doctoral thesis), Gazi University, Institute of Education Sciences, Ankara.
• Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletin, 112(1), 155-159 https://doi.org/10.1037/0033-2909.112.1.155 Cohen, L., & Manion, L. (2001). Research methods in education (5th ed.). New York: Rotledge Falmer.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Canada: Routledge.
• Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach. Los Angeles, CA: Sage.
• Çakar, S. (2018). The effect of the 5E learning model on the 8th grade students' formation of the concepts of parity and similarity in triangles: An action research (Unpublished master's thesis). Eskişehir Osmangazi University, Institute of Education Sciences, Eskişehir.
• Çeliksoy, F. (2017). The effect of 5’s model in social studies course on students’academic achievement and their views about the course (Unpublished master's thesis), Gazi University, Institute of Education Sciences, Ankara.
• Çevik, M., & Şahinkayası, Y. (2021). Effect of problem-solving software developed with 5e model on success of students’ states of matter. Mustafa Kemal University Journal of Social Sciences Institute, 18(47), 92-116.
• Çötük, N. A. (2006). The phenomenon of education in the transition from industrial society to information society (Unpublished master's thesis). Sakarya University, Social Sciences Institute, Sakarya.
• Dağ, T. (2015). The effect of activities prepared with reference to 5E learning cycle model on secondary school 1st grade students' academic achievement in mathematics lesson about fractions (Unpublished master's thesis). Gazi University, Institute of Education Sciences. Ankara.
• Değirmençay, Ş. A., & Hun, F. (2020 Effect of 5e teaching model supported by problem based learning on the achievement and attitude. International Journal of Society Researches, 16(29), 1689-1717.
• Demir, N. (2020). Effects of 5E learning model in teaching astronomy topics on academic successes and attitudes of seventh class students (Unpublished master's thesis). Sakarya University, Social Sciences Institute, Sakarya.
• Demir, Y., & Emre, İ. (2020). The effect of learning activities based on 5e learning model on 4thgrade science teaching. Mersin University Journal of The Faculty of Education, 16(3), 573-586.
• Dinçer, S. (2014). Applied meta-analysis in educational sciences. Ankara: Pegem Akademi
• Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel plot based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455-463.
• Erdoğan, M. N. (2018). Using 5e strategies in the jigsaw classroom environment to teach periodic system of elements. Mediterranean Journal of Educational Research, 12(24), 98-119. DOI: https://doi.org/10.29329/mjer.2018.147.6
• Ergin, İ. (2012). A directory of written resources about the 5e model in science education. Journal of Research in Education and Teaching, 1(1), 53-67.
• Ergin, İ., Kanlı, U., & Tan, M. (2007). To examine the effects of 5e model on the students’ academic success in physics education. Gazi University Journal of Gazi Education Faculty, 27(2), 191-209.
• Güneş Koç, R. S. & Sarıkaya, M. (2020). The effect of 5e learning model and context-based teaching approach on success and persistence of knowledge on the unit light. E-Kafkas Journal of Educational Research, 7(3), 430-457 . DOI: 10.30900/kafkasegt.828542
• Gürleroğlu, L. (2019). The effect of using web 2.0 applications in accordance with 5E model in teaching “Force and Energy” unit on the academic achievement, motivation, attitudes and digital literacy (Unpublished master's thesis). Marmara University, Institute of Education Sciences, İstanbul.
• Irak Kürkan, E. (2019 Effects on the learning outcomes of science ınstruction based on socioscientific ıssues to the 7 th grade students (Unpublished master's thesis). Trakya University, Institute of Science, Edirne.
• Işık Mercan, S. (2017). 5e geography course of activity based on learning model effect of learning environment on the community process. Journal of World of Turks/Zeitschrift für die Welt der Türken, 9(3), 161-176.
• İlter, İ. & Ünal, Ç. (2014). The effect of the activities based on 5e learning cycle model on learning process in social studies teaching: An action research. The Journal of Turkey Social Research, 181(181), 295-330.
• İzgi, S., & Kalaycı, S. (2020). The effect of the stem approach based on the 5E model on academic achievement and scientific process skills: The transformatıon of electrıcal energy. International Journal of Education Technology and Scientific Researches, 12(5), 1578-1629.
• Kardaş, S. (2019). Examining the effects of scientific stories on the academic success understanding the nature of science and writing anxiety of 6th graders in terms of cell and organelles (Unpublished master's thesis). Marmara University, Institute of Education Sciences, İstanbul.
• Kırıktaş, H. & Kesercioğlu, T. (2021). The effect of ınquiry-based science teaching on preservice teachers' scientific process skills, academic achievement and attitudes towards laboratory. Journal of Academia Educational Research ,6(1), 78-92. Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6(1), 7-19.
• Kim, J. S. (2002), The effects of teacher training as constructivist on teacher behavior and student achievements. Faculty Research Papers on The Study of Education. 18(2) Educational Development Research. Institute, Chungnam National University.
• Kozcu Çakır, N. & Güven, G. (2019). effect of 5e learning model on academic achievement and attitude towards the science course: A meta-analysis study. Cukurova University Faculty of Education Journal, 48 (2), 1111-1140.
• Kuzucu, G. (2019). Teaching the subject of tendency of periodic features change with inquiry based learning (Unpublished master's thesis). Balıkesir University, Institute of science, Balıkesir.
• Kürkçü, E. (2016). The affect of teaching “Cell is the basic unit of life”subjects according to 5e model on students success and attitudes (Unpublished master's thesis). Gazi University, Institute of Education Sciences, Ankara.
• Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
• Martin, D.J. (2006). Elementary science methods. A constructivist approach. Thomson Higher Education 10. Belmont: Davis Drive.
• MEB (2005). Elementary 1-5. classroom program introduction handbook. Ankara: State Books Directorate Publishing House.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage.
• Ong, E. T., Arumugam, G., Sabri, M. S., Nor’ain, M. T., Nurulhuda, A. R., & Mohamad Termizi, B. (2018). 5E inquiry learning model: Its effect on science achievement among Malaysian Year 5 Indian Students. International Journal of Academic Research in Business and Social Sciences, 8(12), 348-360.
• Öner, Y. E., & Yaman, S. (2020). The effect of simulation and animation supported 5e model on science achievement and motivation of prospective classroom teachers. Turkish Journal of Primary Education, 5(2), 183-193.
• Özdemir, S. M. (2011). Education and Curricula within the Context of Social Change and Globalization: A Conceptual Analysis. Ahi Evran University Journal of Kirsehir Education Faculty, 12(1), 85-110.
• Özenç, M., Dursun, H., & Şahin, S. (2020). The effect of activities developed with web 2.0 tools based on the 5e learning cycle model on the multiplication achievement of 4th graders. Participatory Educational Research, 7(3), 105-123.
• Polat, S. ve Baş, G. (2012). Effect of 5e constructivist learning model on students’ academic achievement level in social studies course. Çankırı Karatekin University Journal of Social Sciences Institute 3(2), 69-92.
• Sabahat, B. A. (2017). The effect of linear equation systems and inequalities on the mathematical success of the 8th grade students of the 5e learning cycle modeling process (Unpublished master's thesis). Gazi University, Institute of Education Sciences, Ankara.
• Saraç, H. (2017). The effect of 5e learning model usage on students’ learning outcomes: meta-analysis study. The Journal of Limitless Education and Research, 2(2), 16-49.
• Şahiner, A. (2013). The effect of 5E model in acqusition and permanance on the subject of sets in math class of 6th grade's students (Yayımlanmamış yüksek lisan tezi). Gaziantep University, Institute of Education Sciences, Gaziantep.
• Şişman, M. (2002). Introduction to teaching. Ankara: Pegem Publishing
• Tarım, K. (2003). Effectiveness of cooperative learning method on teaching mathematics and meta analytic study for cooperative learning method (Unpublished doctoral thesis). Çukurova University, Fen Bilimleri Enstitüsü, Adana.
• Tekdemir, N. (2019). The effect of the 5E teaching model on reading attitude reading anxiety and to undestand what you read of secondary school students (Unpublished master's thesis). Kütahya Dumlupınar University, Institute of Education Sciences, Kütahya.
• Tinker, R. (1997). Thinking about science. (Elektronik Sürüm). Concord: The Concord Consortium Educational Technology Lab, M.A. MEB TTKB. (2018, July 20). On our curriculum renewal and change work. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf
• Turgutalp, E. (2021). STEM teaching the subject of pressure in eighth grade – a study of the implementation of the learning model's impact on students' success and entrepreneurial skills (Unpublished master's thesis). Bursa Uludağ University, Institute of Education Sciences, Bursa.
• Ulukaya Oteles, U. (2020). A study on the efficiency of using 5e learning model in social studies teaching. International Online Journal of Educational Sciences, 12(4), 111-122.
• Von Glasersfeld, E. (1989). Cognition, construction of knowledge and teaching. Syntheses. 80(1), 121-140
• Wolf, F. M. (1988). Meta-analysis quantitative methods for research synthesis (3rd ed.). California: Sage Publications.
• Yalçın, C. (2020). The effects of games developed according to 5E teaching model on the development of language skills in German preparatory classes. Journal of RumeliDE Language and Literature Studies, (20), 493-508.
• Yaman, S., & Karaşah, Ş. (2018). Effects of learning cycle models on science success: a meta-analysis. Journal of Baltic Science Education, 17(1), 65.
• Yılmaz, A. (2018). The influence of 5E model supported by concept cartoons application on the attainment of mathematics achievement, learning performance and attitutes of middle school students (Unpublished master's thesis). Bartın University, Institute of Education Sciences, Bartın.
• Zengin, E. (2016). The effects of teaching with the 5 E learning model on the academic success of middle school, 8th grades in the subject of cell divisions (Unpublished master's thesis). Atatürk University, Institute of Education Sciences, Erzurum.