The Effect of 5E Learning Model on Pre-Service Science Teachers’ Achievement of Acids-Bases Subject

dc.creator	Fatma AĞGÜL YALÇIN
dc.creator	Samih BAYRAKÇEKEN
dc.date	2010-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:27:54Z
dc.date.available	2015-07-20T22:27:54Z
dc.identifier	1309-2707
dc.identifier	https://doaj.org/article/b078ed44ba754ff081dc07aaabdf0e8e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21884
dc.description	In this study, it was aimed to determine the effect of the activities developed as compatible with 5E learning model based on constructivist approach to instruction on pre-service science teachers’ achievement of acids-bases subject. The sample composed of total 43 science undergraduates enrolled to Department of Science Teacher Training in Bayburt Faculty of Education, Bayburt University. Two intact groups were assigned randomly as control (23) and experimental group (20). During four weeks, while acids-bases subject was taught by 5E learning model in experimental group, it was instructed using traditional approach to teaching in control group. Data was gathered using an achievement test of acids-bases with 20 items developed by the researchers and a semi-structured interview performed by the lecturer. Quantitative data was statistically analyzed by t- test. The result of this analysis showed that there is a statistically significant difference between experimental and control groups with respect to the Pre-Service Science Teachers’ achievement of acids-bases in favor of experimental group, suggesting that activities based on 5E learning model improved significantly students’ learning of acids-bases in comparison with traditional instruction. In addition, supporting the quantitative results, analysis of interview data indicated that the activities based on 5E model can be efficiently implemented in science classes and helped students improve meaningful learning.
dc.language	Turkish
dc.language	English
dc.publisher	IOJES
dc.relation	http://www.iojes.net//userfiles/Article/IOJES_192.pdf
dc.relation	https://doaj.org/toc/1309-2707
dc.source	International Online Journal of Educational Sciences , Vol 2, Iss 2, Pp 508-531 (2010)
dc.subject	chemistry education
dc.subject	constructivist approach to teaching
dc.subject	active learning
dc.subject	5E learning model
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Effect of 5E Learning Model on Pre-Service Science Teachers’ Achievement of Acids-Bases Subject
dc.type	article