Effect of 5E learning cycle assisted with concept maps on conceptual understanding

Lutfiye Varoglu; Ayhan Yilmaz; Senol Sen

doi:10.29333/pr/13167

Full Text (PDF)

Lutfiye Varoglu ¹ ^* , Ayhan Yilmaz ² , Senol Sen ²

More Detail

¹ Graduate School of Educational Sciences, Hacettepe University, Ankara, TÜRKİYE² Department of Science and Mathematics Education, Faculty of Education, Hacettepe University, Ankara, TÜRKİYE^* Corresponding Author

Abstract

This study aims to examine the effect of conceptual understandings related to anion-cation, acid-base, ionic-covalent, metal-nonmetal, and number of protons-number of electrons concept pairs taught in the periodic table to 8^th grade students with the 5E learning model supported by concept maps. The study was conducted among 100 (50 in the experimental group and 50 in the control group) 8^th grade students in North Cyprus in the second term of the 2018-2019 academic year. Data was collected using the chemistry concept diagnostic test, open-ended questions, and semi-structured interviews related to the concept pairs designed by the researchers. As a result of the study, it has been determined that the 5E learning model supported by concept maps improves the students’ conceptual understanding, and the opinions of students from the experimental group on the learning environment have been analyzed.

Keywords

concept map
conceptual understandings
5E learning model

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 8, Issue 3, July 2023, Article No: em0161

https://doi.org/10.29333/pr/13167

Online publication date: 06 Apr 2023

Article Views: 1042

Article Downloads: 1023

Open Access References How to cite this article

References

Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147-165. https://doi.org/10.1002/tea.3660310206
Aktas, M. (2013). The effect of the 5E learning model and cooperative learning method on attitude toward biology lesson. Gazi University Journal of Gazi Educational Faculty, 33(1), 109-128.
Atkin, J. M., & Karplus, R. (1962). Discovery or invention? The Science Teacher, 29(5), 45-51.
Aubrecht, K. B., Dori, Y. J., Holme, T. A., Lavi, R., Matlin, S. A., Orgill, M., & Skaza-Acosta, H. (2019). Graphical tools for conceptualizing systems thinking in chemistry education. Journal of Chemical Education, 96(12), 2888-2900. https://doi.org/10.1021/acs.jchemed.9b00314
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
Aydin, S., Aydemir, N., Boz, Y., Cetin-Dindar, A., & Bektas, O. (2009). The contribution of constructivist instruction accompanied by concept mapping in enhancing pre-service chemistry teachers’ conceptual understanding of chemistry in the laboratory course. Journal of Science Education and Technology, 18(6), 518-534. https://doi.org/10.1007/s10956-009-9167-1
Bagci, H., & Yalin, H. I. (2018). The effects of 5E learning cycle model in adaptive blended learning environment to students’ academic success. Journal of Theoretical Educational Science, 11(3), 562-585.
Balta, N., & Sarac, H. (2016). The effect of 7E learning cycle on learning in science teaching: A meta-analysis study. European Journal of Educational Research, 5(2), 61-72. https://doi.org/10.12973/eu-jer.5.2.61
Bilgin, I., Ay, Y., & Coskun, H. (2013). The effects of 5E model on the 4^th grade students’ success about substance and their opinions on the model. Kastamonu Education Journal, 21(4), 1449-1470.
Bybee, R. (1993). Instructional model for science education: Developing biological literacy. Biological Sciences Curriculum Studies.
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCSScience Learning.
Cahyarini, A., Rahayu, S., & Yahmin, Y. (2016). The effect of 5E learning cycle instructional model using socioscientific issues (SSI) learning context on students’ critical thinking. Jurnal Pendidikan IPA Indonesia [Journal of Indonesian Science Education], 5(2), 222-229.
Campbell, M. (2006). The effects of the 5E learning cycle model on students’ understanding of force and motion concepts [Master’s thesis, University of Central Florida].
Ceylan, E. (2008). Effects of 5E learning cycle model on understanding of state of matter and solubility concepts [Doctoral dissertation, Middle East Technical University].
Ceylan, E., & Geban, O. (2009). Facilitating conceptual change in understanding state of matter and solubility concepts by using 5E learning cycle model. Hacettepe University Journal of Education, 36(36), 41-50.
Cooper, M. M., & Stowe, R. L. (2018). Chemistry education research–From personal empiricism to evidence, theory, and informed practice. Chemical Reviews, 118(12), 6053-6087. https://doi.org/10.1021/acs.chemrev.8b00020
Cooper, P. A. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology, 33(5), 12-19.
Demirbas, M., & Pektas, H. M. (2015). Evaluation of experiments conducted about 5E learning cycle model and determination of the problems encountered. International Online Journal of Educational Sciences, 7(1), 51- 64. https://doi.org/10.15345/iojes.2015.01.005
Demircioglu, G., Demircioglu, H., & Vural, S. (2016). The effect of 5E teaching model on gifted students’ understanding of evaporation and condensation. Kastamonu Education Journal, 24(2), 821-838.
Derman, A., & Badeli, O. (2017). The investigation of the impact of the context-based teaching method supported by the 5E model in teaching 4^th grade students the “pure material and mixture” topic on the students’ conceptual perceptions and their attitude towards science. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 17(4), 1860-1881.
Evans, C. (2004). Learning with inquiring minds. The Science Teacher, 71(1), 27- 30.
Fadiawati, N., Diawati, C., Meidayanti, R., & Samsuri, M. (2019). Using 5E learning cycle-based laboratory activity in improving students’ problem solving skills on mixture separation topic. Jurnal Pendidikan Progresif [Journal of Progressive Education], 9(2), 198-208.
Fung, Y. (2000). A constructivist strategy for developing teachers for change: A Hong Kong experience. Journal of in-Service Education, 26(1), 153-167. https://doi.org/10.1080/13674580000200108
Gilewski, A., Mallory, E., Sandoval, M., Litvak, M., & Ye, L. (2019). Does linking help? Effects and student perceptions of a learner-centered assessment implemented in introductory chemistry. Chemistry Education Research and Practice, 20(2), 399-411. https://doi.org/10.1039/C8RP00248G
Gokalp, F., & Adem, S. (2020). The effect of REACT and computer-assisted instruction model in 5E on student achievement of the subject of acids, bases and salts. Journal of Science Education and Technology, 29(5), 658-665. https://doi.org/10.1007/s10956-020-09844-6
Gronlund, N. E. (1998). Assessment of student achievement. Allyn and Bacon.
Hadinugrahaningsih, T., Ridwan, A., Rahmawati, Y., Allanas, E., Cahya N, G., & Amalia, R. (2021). An analysis of chemistry student’s laboratory jargon in acid-base material using a 3E learning cycle. AIP Conference Proceedings, 2331(1), 040035-1-7. https://doi.org/10.1063/5.0045512
Hasturk, H. G. (2017). Fen öğretiminde alternatif ölçme-değerlendirme teknikleri [Alternative assessment-evaluation techniques in science teaching]. In H. Gamze Hasturk (Ed.), Teoriden pratiğe fen bilimleri öğretimi [Science teaching from theory to practice] (pp. 522-524). Pegem Academy. https://doi.org/10.14527/9786053189879.15
Hein, G. E., & Price, S. (1994). Active assessment for active science: A guide for elementary school teachers. Heinemann.
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111. https://doi.org/10.1002/sce.3730770107
Hun, F. (2017). The effect of academic achievement and attitudes on the 7^th grade students of problem based learning method and improved 5E learning model [Master’s thesis, Giresun University].
Hung, P. H., Hwang, G. J., & Su, I. (2012). A concept-map integrated dynamic assessment system for improving ecology observation competences in mobile learning activities. TOJET: Turkish Online Journal of Educational Technology, 11(1), 10-19.
Izgi, S., & Kalayci, S. (2020). The effect of the stem approach based on the 5e model on academic achievement and scientific process skills: The transformation of electrical energy. International Journal of Education Technology and Scientific Researches, 13(5), 1578-1629. https://doi.org/10.35826/ijetsar.259
Jobrack, B. (2013). The 5E instructional model: Engage, explore, explain, evaluate, extend. http://eteamscc.com/wp-content/uploads/2015/07/Overview-of-5E-Instructional-Model.pdf
Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10.
Kaltakci Gurel, D., Eryılmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. EURASIA Journal of Mathematics, Science & Technology Education, 11(5), 989-1008. https://doi.org/10.12973/eurasia.2015.1369a
Kharatmal, M. (2009). Concept mapping for eliciting students’ understanding of science. Indian Educational Review, 45(2), 31-43.
Kilic, M., & Cakmak, M. (2013). Concept maps as a tool for meaningful learning and teaching in chemistry education. International Journal on New Trends in Education and Their Implications, 4(4), 152-164.
Kinchin, I. M. (2000). Concept mapping in biology. Journal of Biological Education, 34(2), 61-68. https://doi.org/10.1080/00219266.2000.9655687
Korkmaz, H. (2004). Fen ve teknoloji eğitiminde alternatif değerlendirme yaklaşımları [Alternative assessment approaches in science and technology education]. Yeryuzu Publishing House.
Koseoglu, F., & Tumay, H. (2015). Fen eğitiminde yapılandırıcılık ve yeni öğretim yöntemleri [Constructivism and new teaching methods in science education]. Palme Publishing.
Majid, A. N., & Rohaeti, E. (2018). The effect of context-based chemistry learning on student achievement and attitude. American Journal of Educational Research, 6(6), 836-839. ttps://doi.org/10.12691/education-6-6-37
Markow, P. G., & Lonning, R. A. (1998). Usefulness of concept maps in college chemistry laboratories: Students’ perceptions and effects on achievement. Journal of Research in Science Teaching, 35(9), 1015-1029. https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<1015::AID-TEA4>3.0.CO;2-G
Mayring, P. (2004). Qualitative content analysis. A Companion to Qualitative Research, 1, 159-176.
McClure, J. R., Sonak, B., & Suen, H. K. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4), 475-492. https://doi.org/10.1002/(SICI)1098-2736(199904)36:4<475::AID-TEA5>3.0.CO;2-O
Mertoglu, H. (2020). Yapılandırmacı yaklaşım ve fen öğrenme [Constructivist approach and science learning]. In A. Ö. Kaplan (Ed.), Fen öğretimi [Science teaching] (pp. 159-190). Nobel Publishing.
Metin, M., Coskun, K., Birisci, S., & Kaleli Yilmaz, G. (2011). Opinions of prospective teachers about utilizing the 5E instructional model. Energy Education Science and Technology Part B: Social and Educational Studies, 3(4), 411-422.
Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949. https://doi.org/10.1002/tea.3660271003
Novak, J. D. (2005). Results and implications of a 12-year longitudinal study of science concept learning. Research in Science Education, 35(1), 23-40. https://doi.org/10.1007/s11165-004-3431-4
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press. https://doi.org/10.1017/CBO9781139173469
Novak, J. D., & Musonda, D. (1991). A twelve year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153. https://doi.org/10.3102/00028312028001117
Ozturk, N. (2017). Fen öğretiminde 5E/7E öğrenme modelleri [5E/7E learning models in science teaching]. In G. Hasturk (Ed.), Teoriden pratiğe fen bilimleri öğretimi [Science teaching from theory to practice] (pp.100-137). Pegem Academy. https://doi.org/10.14527/9786053189879.04
Patton, M., (1987). How to use qualitative methods in evaluation. SAGE.
Putra, F., Nur Kholifah, I. Y., Subali, B., & Rusilowati, A. (2018). 5e-learning cycle strategy: Increasing conceptual understanding and learning motivation. Jurnal Ilmiah Pendidikan Fisika Al-Biruni [Al-Biruni Physics Education Scientific Journal], 7(2), 171-181. https://doi.org/10.24042/jipfalbiruni.v7i2.2898
Qarareh, A. O. (2012). The effect of using the learning cycle method in teaching science on the educational achievement of the sixth graders. International Journal of Educational Sciences, 4(2), 123-132. https://doi.org/10.1080/09751122.2012.11890035
Ruiz‐Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<569::AID-TEA1>3.0.CO;2-M
Sahin, C., & Cepni, S. (2012). Effectiveness of instruction based on the 5E teaching model on students’ conceptual understanding about gas pressure. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 220-264.
Sarac, 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.
Sequeira, M., Leite, L., & Duarte, M. D. C. (1993). Portuguese science teachers’ education, attitudes, and practice relative to the issue of alternative conceptions. Journal of Research in Science Teaching, 30(8), 845-856. https://doi.org/10.1002/tea.3660300804
Shymansky, J. A. (1992). Using constructivist ideas to teach science teachers about constructivist ideas, or teachers are students too! Journal of Science Teacher Education, 3(2), 53-57. https://doi.org/10.1007/BF02614740
Supasorn, S., & Promarak, V. (2015). Implementation of 5E inquiry incorporated with analogy learning approach to enhance conceptual understanding of chemical reaction rate for grade 11 students. Chemistry Education Research and Practice, 16(1), 121-132. https://doi.org/10.1039/C4RP00190G
Treagust, D. (1986). Evaluating students’ misconceptions by means of diagnostic multiple choice items. Research in Science Education, 16(1), 199-207. https://doi.org/10.1007/BF02356835
Trowbridge, J. E., & Wandersee, J. H. (1994). Identifying critical junctures in learning in a college course on evolution. Journal of Research in Science Teaching, 31(5), 459-473. https://doi.org/10.1002/tea.3660310504
Tsui, C. Y., & Treagust, D. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two‐tier diagnostic instrument. International Journal of Science Education, 32(8), 1073-1098. https://doi.org/10.1080/09500690902951429
Turan, M., & Boyraz, Z. (2004). Concept maps as insturactional materials. Fırat Üniversitesi Doğu Araştırmaları Dergisi [Firat University Journal of East Studies], 3(1), 123-128.
Van Zele, E., Lenaerts, J., & Wieme, W. (2004). Improving the usefulness of concept maps as a research tool for science education. International Journal of Science Education, 26(9), 1043-1064. https://doi.org/10.1080/1468181032000158336
Varoglu, L. (2021). Effect of 5E learning model supported concept maps on students’ understanding of chemical concepts. [Doctoral dissertation, Hacettepe University].
Varoglu, L., Yilmaz, A., & Sen, S. (2020). Development of two-tier diagnostic test related to concept pairs in chemistry. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 316-347.
Yalcin, F. A., & Bayrakceken, S. (2010). The effect of 5E learning model on pre- service science teachers’ achievement of acids-bases subject. International Online Journal of Educational Sciences, 2(2), 508-531.
Yaman, S., & Karasah, S. (2018). Effects of learning cycle models on science success: a meta-analysis. Journal of Baltic Science Education, 17(1), 65-83. https://doi.org/10.33225/jbse/18.17.65
Yildirim, A., & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seckin Publishing. https://doi.org/10.14527/9786053180746.09
Yildirim, N., Konur, K. B., & Kurt, S. (2017). Yapılandırmacı kimya öğretimi ve 4E uygulamaları [Constructivist chemistry teaching and 4E applications]. In A. Ayas, & M. Sozbilir (Eds.), Kimya öğretimi [Chemistry teaching] (pp. 197-218). Pegem Academy.
Zendler, A., & Greiner, H. (2020). The effect of two instructional methods on learning outcome in chemistry education: The experiment method and computer simulation. Education for Chemical Engineers, 30, 9-19. https://doi.org/10.1016/j.ece.2019.09.001

How to cite this article

APA

Varoglu, L., Yilmaz, A., & Sen, S. (2023). Effect of 5E learning cycle assisted with concept maps on conceptual understanding. Pedagogical Research, 8(3), em0161. https://doi.org/10.29333/pr/13167

Vancouver

Varoglu L, Yilmaz A, Sen S. Effect of 5E learning cycle assisted with concept maps on conceptual understanding. PEDAGOGICAL RES. 2023;8(3):em0161. https://doi.org/10.29333/pr/13167

AMA

Varoglu L, Yilmaz A, Sen S. Effect of 5E learning cycle assisted with concept maps on conceptual understanding. PEDAGOGICAL RES. 2023;8(3), em0161. https://doi.org/10.29333/pr/13167

Chicago

Varoglu, Lutfiye, Ayhan Yilmaz, and Senol Sen. "Effect of 5E learning cycle assisted with concept maps on conceptual understanding". Pedagogical Research 2023 8 no. 3 (2023): em0161. https://doi.org/10.29333/pr/13167

Harvard

Varoglu, L., Yilmaz, A., and Sen, S. (2023). Effect of 5E learning cycle assisted with concept maps on conceptual understanding. Pedagogical Research, 8(3), em0161. https://doi.org/10.29333/pr/13167

MLA

Varoglu, Lutfiye et al. "Effect of 5E learning cycle assisted with concept maps on conceptual understanding". Pedagogical Research, vol. 8, no. 3, 2023, em0161. https://doi.org/10.29333/pr/13167