Abstract:

In this study, it was aimed to determine the effect of teaching activities of 4th grade students in Science and Technology Course, designed according to 5e Learning Model, on students’ science process skills. In this research, a pre-test post-test control group experimental design to compare the dependent variables covariance analysis were used. The retention tests were also administered after three months the post-test. The study was carried out for 18 weeks in the “Fourth Grade Science and Technology” course in a private elementary school. The students at 4A and 4E Cohorts, who took this course in the 2011–2012 academic years constituted the samples of the study. The 5e Learning Model instructional design was implemented in the experimental group while traditional teaching methods and activities were carried out in the control group. Consequently the study showed, that there is a significantly difference between the control and experimental groups about students’ science process skills in favour of the experimental group.

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