The Effect of Learning Activities Based on 5E Learning Model on 4thGrade Science Teaching

Abstract

This study aims to investigate the effects of the 5E learning model on students’ academicachievement, basic process skills, attitude towards science, and the overcoming of misconceptions. Thestudy was carried out by means of semi-experimental research design. The participants consisted of 41fourth grade students. They were randomly selected and assigned to the control and the experimentalgroups. The activities in the force and motion and the properties of matter topics in the fourth grade sciencecurriculum were designed based on the 5E learning model. The implementation lasted six weeks and threehours per week. In order to collect data, four different questionnaires were used: academic achievementtest, basic process skills questionnaire, attitude towards science questionnaire, and misconceptionidentification test. The data were collected at the beginning and the end of the implementation from bothgroups. The results revealed that after the implementation, the experimental group had higher scorescomparing with the control group in terms of academic achievement, attitude towards science, andmisconceptions. However, these differences were not statistically significant. In terms of basic processskills, the experimental group had significantly higher score than the control group. Therefore, it isconcluded that the 5E learning model has a positive effect on students’ academic achievement, basic processskills, attitude towards science, and misconceptions. The implications for future research and practice andthe limitations of the study are discussed.