The Effect of the 5E Learning Cycle Model and Cooperative Learning Method in the Constructivist Approach on Academic Success and Students’ Attitude towards Subject of “Sound”
Sabriye Seven *
Department of Science Education, Faculty of Education, Atatürk University, Turkey.
Serpil Tiryaki
Department of Science Education, Faculty of Education, Atatürk University, Turkey.
Hatice Ceylan *
Doğanhisar İmam Hatip Secondary School, Turkey.
*Author to whom correspondence should be addressed.
Abstract
The aim of this study is to find out the effect of co-operative learning and 5E Learning Cycle Model towards academic success and attitude in teaching 8th grade students in science and technology lesson. The study was carried out on 95 8th grade students of a government school in 2008-2009 educational term. Students were divided into three groups as an experimental groups of 5E learning method, cooperative learning method and comparisonal group of the traditional learning method. Science and Technology Success Test and Attitude Test were applied to the each group as pre-test and post-test as an assessment tool and the results were analysed by SPSS software. At the end of the research, it was seen that there is no meaningful differences between 5E Learning Cycle Method and Cooperative Learning Method towards academic success but there is a meaningful difference between the each method as given above and traditional method. It was observed that the students were more successful in the lessons executed with constructivist approach but there was no meaningful differences in the students’ attitudes towards the lessons.
Keywords: Constructivist approach, 5E learning model, cooperative learning, science and technology lesson, the unit of “sound”.