Özet:

In this study, the effects of 5E model and learning styles-based activities on students' success and permanence in piano education were investigated. Pretest-Posttest Model with Control group, which is one of the quantitative methods, was used in the research. Piano Lesson Achievement Test and Kolb Learning Styles Inventory were used to collect research data. By analyzing the research data, the following findings and conclusions were reached. There is a significant difference between the experimental group, which is taught according to the constructivist 5e model and learning styles, and the control group applied the traditional teaching method, the piano lesson posttest, permanence and piano playing skill scores. Students in the experimental group achieved a significantly higher piano lesson success, piano playing skills and learning permanence. Students who combine 5E model and learning activities based on learning styles actively structured activities according to their own learning processes with a systematic approach, progressively carried out visual, auditory and kinesthetic activities and questioned their own learning processes in the experimental process of the cuban strategy. This holistic approach has caused the application of teaching based on the 5E model and learning styles to have a high impact on the success of the piano lesson.In the piano education based on constructivist and learning styles, considering the preferences, interests, needs, learning experiences and individual differences of each student, teaching methods, learning environment, assessment-evaluation techniques were organized. Within the framework of this understanding, in the learning environments where the piano lesson is organized, students actively took responsibility in the learning process and tried to gain the lesson by applying their own learning styles. All of these revealed high success, permanence and positive affective learning products in piano lessons.

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