Effect of Different Teaching Methods and Techniques Embedded in the 5E Instructional Model on Students' Learning about Buoyancy Force
Abstract views: 2163 / PDF downloads: 1265
Keywords:Elementary education, 5E instructional model, teaching methods and techniques, buoyancy force
The purpose of this study is to investigate the effectiveness of developed instructional material based on the 5E instructional model which is enriched with various teaching methods and techniques for students’ learning of the buoyancy force concept. The teaching strategy based on the 5E instructional model is derived from a constructivist view of learning. The sample group consisting of forty-eight students (Control Group=23; Experiment Group=25) is selected from two different eighth grade classes in Giresun, Turkey. Four two-tier questions are used to collect data, and data are analyzed both qualitatively and quantitatively. The findings suggest that using different teaching methods and techniques embedded in the 5E instructional model enables students to remedy some misconceptions about the buoyancy force, but does not completely eliminate them.
Abraham, M.R., Gryzybowski, E.B., Renner, J.W. & Marek, A.E. (1992). Understanding and misunderstanding of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29, 105–120.
Akpınar, E. & Ergin, Ö. (2007). The effect of interactive computer animations accompanied with experiments on grade 6th students’ achievements and attitudes toward science. International Journal of Emerging Technologies in Learning, 36–41.
Alparslan, C., Tekkaya, C. & Geban, Ö. (2003). Using the conceptual change instruction to improve learning. Journal of Biological Education, 37(3).
Ayas, A., Çepni, S., Akdeniz, A.R., Özmen, H., Yiğit, N., Ayvacı, H.Ş. (2007). Science and Technology Teaching from Theory to Application, Ed: Salih Çepni, PegemA Publishing, 6th Edition, Ankara. [in Turkish].
Bayrak, N. & Doğan, S. (2009). The effects of course software and study papers developed based on constructivist learning approach on students’ success and retention. Educational Sciences and Practice, 8(15), 59–82.
Basca, B. B. ve Grotzer, T. A. (2001, April). Focusing on the nature of causality in a unit on pressure: How does it affect student understanding? Presented at the American Educational Research Association (AERA) Seattle.
Besson, U. (2004). Some features of causal reasoning: Common sense and physic teaching. Research in Science & Technological Education, 22(1), 113-125.
Biemans, H.J.A., Simons, P. & Robert, J. (1995, April). Computer assisted instruction and conceptual change. Paper Presented at the Annual Meeting of the American Educational Research Association, Sanfrancisco, CA.
Bodner, G. M. (1990). Why good teaching fails and hard-working students do not always succeed. Spectrum, 28(1), 27-32.
Brown, S. (2006). What’s bugging you? Science and Children, 45-49.
Cardak, O., Dikmenli, M. & Saritas, O. (2008). Effect of 5E instructional model in student success in primary school 6th year circulatory system topic. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 10.
Carlton, K. (1999). Teaching electric current and electrical potential. Physics Education, 34 (6), 341-345.
Cerit Berber, N. & Sarı, M. (2009). Effectiveness of conceptual change texts in understanding work- power- energy subject. Selçuk University Journal of Ahmet Keleşoğlu Education Faculty, 27, 159-172.
Chambers, S.K. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107–123.
Clark, C. (2005). Innovative strategy: Concept cartoons. <http://www.southalabama.edu/coe/bset/dempsey/isd613/stuproj/summer00is/caryclark.pdf> (2005, December 2).
Cohen, L. & Manion, L. (1994). Research methods in education. London, Routeledge and Kegan Paul.
Çakır, Ö.S., Uzuntiryaki, E. & Geban, Ö. (2002, April). Contribution of conceptual change texts and concept mapping to students’ understanding of acids and bases. Paper Presented at the Annual Meeting of National Association for Research in Science Teaching, New Orleans, LA.
Çalık, M. (2006). Devising and implementing guide materials related to solution chemistry topic in grade 9 based on constructivist learning theory. PhD Thesis, Karadeniz Technical University, Institute of Science, Trabzon, Turkey. [in Turkish].
Çalık, M., Ayas, A. & Coll, R.K. (2010). Investigating the effectiveness of teaching methods based on a four-step constructivist strategy. J Sci Educ Technol, 19, 32–48.
Çalik, M., Okur, M. & Taylor, N. (2010). A comparison of different conceptual change pedagogies employed within the topic of ‘‘sound propagation’’. J Sci Educ Technol, DOI 10.1007/s10956-010-9266-z.
Çepni, S. & Keleş, E. (2006). Turkish students' conceptions about the simple electric circuits. International Journal of Science and Mathematics Education, 4, 269-291.
Çepni, S., Şahin, Ç. & İpek, H. (2010). Teaching floating and sinking concepts with different methods and techniques based on the 5E instructional model. Asia-Pacific Forum on Science Learning and Teaching, 11(2), Article 5, in press.
Çepni, S., Taş, E. & Köse, S. (2006). The effect of computer- assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Computers & Education, 46, 192-205.
Çetin, P.S., Kaya, E. & Geban, Ö. (2009). Facilitating conceptual change in gases concepts. J Sci Educ Technol, 18:130–137.
Dekkers, P.J.J.M. & Thijs, G.D. (1998). Making productive use of students’ initial conceptions in developing the concept of force. Science Education, 82(1), 31-51.
Duit, R. & Treagust, F.D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. INT. J. SCI. EDUC., 25(6), 671-688.
Fazelian, P., Naveh Ebrahim, A. & Soraghi, S. (2010). The effect of 5E instructional design model on learning and retention of sciences for middle class students. Procedia Social and Behavioral Sciences, 5, 140–143.
Geban, Ö. & Bayır, G. (2000). Effect of conceptual change approach on students understanding of chemical change and conservation of matter. Hacettepe University Journal of Education Faculty, 19, 79- 84.
Goldston, M.J., Day, J.B., Sundberg, C. & Dantzler, J. (2010). Psychometric analysis of a 5E learning cycle lesson plan assessment instrument. International Journal of Science and Mathematics Education, 8: 633-648.
Grotzer, T.A. (2003, March). Transferring structural knowledge about the nature of causality: An empirical test of tree levels of transfer. Presented at the National Association of Research in Science Teaching (NARST) Conference Philadelphia.
Haidar, A.H. & Abraham, M.R. (1991). A comparison of applied and theoretical knowledge of concept based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919-938.
Hanuscin, D.L. & Lee, M.H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20(2), 51-66.
Havu-Nuutinen, S. (2005). Examining Young Childrens’ Conceptual Change Process in Floating and Sinking from a Social Constructivist Perspective. International Journal of Science Education, 27 (3), 259- 279.
Hewson, M.G. & Hewson, P.W. (2003). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 40, 86-98.
İpek, H. & Çalık, M. (2008). Combining different conceptual change methods within four step constructivist teaching: A sample teaching of series and parallel circuits. International Journal of Environmental & Science Education, 3(3), 143-153.
Joung, Y.J. (2009). Children's typically-perceived-situations of floating and sinking. International Journal of Science Education, 31(1), 101-127.
Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the score of view of constructivist approach. Educational Sciences: Theory & Practice (ESTP), 101-146.
Kang, S., Scharmann, L.C., Noh, T. & Koh, H. (2005). The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education, 27(9), 1037- 1058.
Karslı, F. & Şahin, Ç. (2009). Developing worksheet based on science process skills: Factors affecting solubility. Asia Pasific Forum on Science Learning and Teaching, 10(1).
Kariotoglou, P. & Psillos, D. (1993). Pupils' pressure models and their implications for instruction. Research in Science & Technological Education, 11(1), 95.
Keogh, B. & Naylor, S. (1999). Science goes underground. Adults Learning, 10(5), 3-6.
Keogh, B., Naylor, S. & Downing, B. (2003). Children’s interactions in the classroom: Argumentation in primary science. (2005, December 10).
Köse, S. (2007). The effects of concept mapping instruction on overcoming 9th grade students’ misconceptions about diffusion and osmosis. Journal of Baltic Science Education, 6(2), 16- 25.
Krantz, P.D. & Barrow, L.H. (2006). Inquiry with seeds to meet the science education standards. The American Biology Teacher, 68(2), 92-97.
Krantz, P.D. (2004). Inquiry, slime and the national standards. Science Activities, 22-25.
Kurnaz, M.A. & Çalık, M. (2008). Using different conceptual change methods embedded within the 5e model: A sample teaching for heat and temperature. Journal of Physics Teacher Education Online, 5(1), 3-6.
Lamanauskas, V., Bilbokaite, R. & Gedrovics, J. (2010). Lithuanian and Latvian students’ attitude towards science teaching/ learning methods: Comparative analysis. Problems of Education in the 21st Century, 19, 55–64.
Levine, T. & Donitsa- Schmidt, S. (1998). Computer use, confidence attitudes, and knowledge: a causal analaysis. Computer in Human Behaviour, 14(1), 125-146.
Liao, Y.-k.C. (2007). Effects of computer-assisted instruction on students achievement in Taiwan: A meta-analysis. Computers & Education, 48, 216–233.
Liu, T.C., Peng, H., Wu, W.H. & Lin, M.S. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: A case study. Educational Technology & Society, 12(4), 344–358.
Macaroğlu Akgül, E. & Şentürk, K. (2001, September). Çocukta “yüzme ve batma” kavramlarinin gelişimi (The developing of child’s “floating and sinking” concepts). Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu, (Science education Symposium in Turkey at the Beginning of the New Millennium), İstanbul, Maltepe University, Announcement Book, 505- 508. [in Turkish].
Marek, E.A. (1986). They misunderstand, but they’ll pass. The Science Teacher, 32–35.
Momalougos, N.G., Kollias, V.P. & Vosniadou, S. (2007). Application of a computer supported collaborative learning environment (CSCL) in teaching of electric circuits. http://csdl2.computer.org/comp/proceedings/icalt/2003/1967/00/19670488.pdf, 9 December 2007.
Moore, T. & Harrison, A. (2007). Floating and sinking: Everyday science in middle school. 1- 14. http://www.aare.edu.au/04pap/moo04323.pdf , 9 December 2007.
Novak, D.J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77–101.
Orgill, M-K. & Thomas, M. (2007). Analogies and the 5E model. The Science Teacher, 74(1), 40-45.
Owusu, K.A., Monney, K.A., Appiah, J.Y. & Wilmot, E.M. (2010). Effects of computer-assisted instruction on performance of senior high school biology students in Ghana. Computers & Education, 55, 904–910.
Özdamar, K. (2004). Statistical data analysis 1 with package programs. Extented 5th print, Kaan Bookstore, Eskişehir, 449-450. [in Turkish].
Özmen, H. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. Computers & Education, 51, 423–438.
Özmen, H. (2011). Effect of animation enhanced conceptual change texts on 6th grade students’ understanding of the particulate nature of matter and transformation during phase changes. Computers & Education, 57, 1114–1126.
Özmen, H., Demircioğlu, H. & Demircioğlu, G. (2009). The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding. Computers & Education, 52, 681-695.
Özsevgeç, T. & Çepni, S. (2006). Students’ understanding levels floating and sinking concepts in different grade. Journal of National Education (Milli Eğitim Dergisi), 172, 297- 311. [in Turkish].
Önen, F. (2005). The removing of students misconceptions about pressure with constructivist approach in elementary school. Master Thesis, Marmara University, Institute of Education Science, Istanbul, Turkey. [in Turkish].
Palmer, D.H. (2003). Investigated the relationship between refutational text and conceptual change. Science Education, 87, 663- 684.
Pınarbaşı, T., Canpolat, N., Bayrakçeken, S. & Geban, Ö. (2006). An investigation of effectiveness of conceptual change text-oriented instruction on students’ understanding of solution concepts. Research in Science Education, 36, 313-335.
Psillos, D. & Kariotoglou, P. (1999). Teaching fluids: Intended knowledge and students’ actual conceptual evolution. International Journal of Science Education, 21(1), 17–38.
Raghavan, K., Sartoris, M.L. & Glaser, R. (1998). Why does it go up? The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon. Journal of Research in Science Teaching, 35(5), 547–567.
Randler, C. & Bogner, F.X. (2009). Efficacy of two different instructional methods involving complex ecological content. International Journal of Science and Mathematics Education, 7, 315- 337.
Reid, D.J., Zhang, J. & Chen, Q. (2003). Supporting for scientific discovery learning in simulation environment. Journal of Computer Assisted Learning, 19, 9-20.
Rowell, J.A. & Dawson, C.J. (1977). Teaching about floating and sinking: An attempt to link cognitive psychology with classroom practice. Science Education, 61(2), 245–253.
Sahin, Ç., Calik, M. & Cepni, S. (2009). Using different conceptual change methods embedded within 5e model: A sample teaching of liquid pressure. Energy Education Science and Technology Part B: Social and Educational Studies, 1(3), 115-125.
Seiger-Ehrenberg, S. (1981). Concept development. concept learning: How to make it happen in the classroom. Educational Leadership, 39(1), 36-43.
Sere, M.G. (1982). A study of some frameworks used by pupils aged 11 to 13 years in the interpretation of air pressure. International Journal of Science Education, 4(3), 299-309.
She, H.C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change; A study of air pressure and buoyancy force. International Journal of Science Education, 24(9), 981-996.
She, H.C. (2005). Promoting students’ learning of air pressure concepts: The interrelationship of teaching approaches and student learning characteristics. The Journal of Experimental Education, 74(1), 29-51.
Sheppard, K. (2006). High school students’ understanding of titrations and related acid-base phenomena. Chemistry Education Research and Practice, 7(1), 32-45.
Sinclair Kesley J., Renshaw, C.E. & Taylor, H.A. (2004). Improving computer assisted instruction in teaching higher order skills. Computers & Education. 42, 169-180.
Stephen, S.J.V. & Huziak-Clari, T.L. (2007). Tip-to-tail: Developing a conceptual model of magnetism with kindergartners using inquiry-based instruction. Journal of Elementary Science Education, 19 (2), 45- 58.
Stephenson, P. & Warwick, P. (2002). Using concept cartoons to support progression in students’ understanding of light. <http://bscw.spme.monash.edu.au/pub/nj_bscw.cgi/d1500/Stephenson2002-PhysEduc37-105.pdf> (2005, December 22).
Strauss, S., Globerson, T. & Mintz, R. (1983). The influence of training for the atomistic schema on the development of the density concept among gifted and nongifted children. Journal of Applied Developmental Psychology, 4, 125-147.
Şahin, Ç. & Çepni, S. (2009, October). The usage of animation supported prediction-observation-explanation technique in science teaching. Karadeniz Technical University, Presented Oral Presentation in the 3. International Computer and Teaching Technologies Symposium, Trabzon, Turkey. [in Turkish].
Şahin, Ç. & Çepni, S. (2011). Developing of the concept cartoon, animation and diagnostic branched tree supported conceptual change text: “Gas pressure”. Eurasian J. Phys. Chem. Educ.,Special Issue, 25-33.
Şahin, Ç. (2010). Design, implementation and evaluation of the guided materials based on the “enriched 5e instructional model” for the elementary 8th grade "force and motion" unit. PhD Thesis. Karadeniz Technical University, Institute of Science, Trabzon, Turkey. [in Turkish].
Şahin, Ç., İpek, H. & Çepni, S. (2010). Computer supported conceptual change text: Fluid pressure. Procedia Social and Behavioral Sciences, 2(2), 922–927.
Talib, O., Matthews, R., & Secombe, M. (2005). Computer animated instruction and students’ conceptual change in electrochemistry: Preliminary qualitative analysis. International Education Journal, 5(5), 29-42.
Tao, P.K. & Gunstone, R.F. (1999). The process of conceptual change in force and motion during computer-supported physic instruction. Journal of Research in Science Teaching, 36(7), 859-882.
Tekkaya, C. (2003). Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science Technological Education, 21(1).
Thorley, N.R. (1990). The role of the conceptual change model in the interpretation of classroom interactions. Submitted to the Graduate School of the University of Wisconsin- Madison in Partial Fulfillment of the Requirements for the degree of Doctor of Philosophy, August.
Trey, L. & Khan, S. (2008). How science students can learn about unobservable phenomena using computer-based analogies. Computers & Education, 51, 519–529.
Tural, G., Akdeniz, A.R. & Alev, N. (2010). Effect of 5E teaching model on student teachers’ understanding of weightlessness. Journal of Science Education and Technology, 19(5), 470–488.
Türk, F. & Çalık, M. (2008). Using different conceptual change methods embedded within 5e model: A sample teaching of endothermic-exothermic reactions. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1-10.
Tytler, R. (1998a). The nature of students’ informal science conceptions. International Journal of Science Education. 20(8), 901-927.
Tytler, R. (1998b). Children’s conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education, 20(8), 929-958.
Uğur, B., Akkoyunlu, B. & Kurbanoğlu, S. (2009). Students’ opinions on blended learning and its implementation in terms of their learning styles. Educ Inf Technol, DOI 10.1007/s10639-009-9109-9.
Ural Keleş, P. (2009). Determining effectiveness of guided materials based on the 5e model enriched with conceptual change texts, games and drama students: A sample of classification of living things. PhD Thesis, Karadeniz Technical University, Institute of Science, Trabzon, Turkey. [in Turkish].
Ünal, G. (2005). Deep learning in science teaching: modeling for "pressure. Master Thesis, Dokuz Eylül University, Institute of Education Science, İzmir, Turkey.
Ünal, S. & Coştu, B. (2005). Problematic issue for students: Does it sink or float? Asia- Pasific Forum on Science Learning and Teaching, 6(1), 1.
Ürey, M. & Çalık, M. (2008). Combining different conceptual change methods within 5E model: A Sample teaching design of ‘cell’ concept and its organelles. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 1-15.
Vincent, D., Cassel, D. & Milligan, J. (2008). Will it float?: A learning cycle investigation of mass and volume. Science and Children, 45(6), 36-39.
White, R.T. & Gunstone, R.F. (1992). Probing understanding. The Falmer Press, London.
Wilder, M. & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(4).
Windschitl, M. (2001). Using simulations in the middle school: Does assertiveness of dyad partners influence conceptual change?, International Journal of Science Education, 23(1), 17-32.
Yin, Y., Tomita, M.K. & Shavelson, R.J. (2008). Diagnosing and dealing with student misconceptions: Floating and sinking. Science Scope, 31(8), 34-39.
Yürük, N. (2007). The effect of supplementing instruction with conceptual change texts on students’ conceptions of electrochemical cells. J Sci Educ Technol, 16(6), 515-523.
Zhang, J., Chen, Q., Sun, Y. & Reid, D.J. (2004). Triple scheme of learning support design for scientific discovery learning based on computer simulation: Experimental research. Journal of Computer Assisted Learning, 20, 269-282.
How to Cite
Copyright © Authors