The effect of 5E learning cycle model on eleventh grade students conceptual understanding of acids and bases concepts and motivation to learn chemistry

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2012

Öğrenci: AYLA ÇETİN DİNDAR

Danışman: ÖMER GEBAN

Özet:

The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students’ conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were administered as pre-tests to both groups and the semi-structured pre-interviews were conducted with eight students to determine students’ prior knowledge about acids-bases and motivation to learn chemistry. During the implementation, 5E learning cycle model was used in the experimental group and the traditional teacher-centered instruction was used in the traditional group throughout eight weeks. After the implementation, the tools were administered as post-tests to both groups and the semi-structured post-interviews were conducted with the same students to determine their post knowledge about acids-bases and motivation to learn chemistry. Afterwards, the data were analyzed and descriptive and inferential statistics were obtained. Based on MANCOVA results, there was a statistical significant mean difference between the groups in favor of experimental group. Similarly, the students from experimental group scored higher motivation and this difference was found to be statistically significant. The results were analyzed in terms of gender as well, and there was found no statistically significant differences between the post-test mean scores of girls and boys for the effect of the implementation on understanding of acids-bases concepts or motivation to learn. The inferential statistics results were also supported with the students interviews.