Özet:

One of the most important issues faced by the teachers of science is how to make a more effective teaching. However, it seems that teachers of science are often sufficient with books on subjects only under the course of teaching and do not need to use additional resources. Therefore, it is vital that teachers develop activities appropriate to the structural approach and use these activities regularly within the classroom. The aim of this research is to determine the impact of the 5E learning model, enriched with analogues, on the academic achievements of high school students of the 7th grade in the electricity unit. The study used a semi-experimental pattern with the last test control group. The study study group has a total of 58 secondary schools in the summer period of the 2015-2016 educational year, including 29 in a state school in the province of Namyaman, with a total of 29 in a control group. The class student is formed. The application lasted five weeks. Applications are carried out with the 5E learning model in the control group, while the 5E learning model in the experiment group is carried out with the 5E learning model enriched with analogues. The data collection used "Electric Energy Success Test (EEBT)" and "Student Interview Form". The data obtained from EEBT were analyzed statistically using the SPSS package program; the answers to the questions included in the student interview form were analyzed using the visual statistical method. The results of the analysis showed that the students in the experiment group significantly differentiated from the students in the control group in terms of academic success to the experiment group. The study found that the 5E learning model, enriched with analogues, was effective in the academic achievements of students in the electric unit.

Özet:

One of the most important issues facing science teachers is to become capable of teaching more effectively. However, science teachers often tend to use only textbooks belong to science courses and think there is no need to use extra instructional sources. Hence, it is getting more vital for teachers to develop more constructive learning activities and persist on doing science consistently in the courses. The aim of this study is to determine the effect of analogue-enriched 5E learning model on the academic achievement of seventh grade students in the electrical energy unit. In the research, pre-test and post-test control group quasi-experimental design was used. The study group of the research consists of 58 middle school 7th grade students, 29 of whom are experimental and 29 of which are control groups, who are studying in a public school in Adıyaman in the summer term of 2015-2016 academic year. The intervention lasted for five weeks. The applications were carried out with 5E learning model in the control group and the 5E learning model enriched with analogies in the experimental group. Electrical Energy Achievement Test (EEBT) Görüşme and “Student Interview Form” were used to collect data. Data obtained from EEBT were analyzed statistically using SPSS package program; The answers given to the questions in the student interview form were analyzed using descriptive statistical method. The results of the analysis showed that the students in the experimental group differed significantly from the students in the control group in favor of the experimental group. The result of the study revealed that analogy-based 5E model was effective on students’ academic achievement in the unit of electricity.

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