The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids, Bases
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The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids, Bases and Salts Faik Gökalp 1 & Selen Adem 2
# Springer Nature B.V. 2020
Abstract This research was carried out to investigate the effect of the 5E learning method and 5E method enriched with REACT strategy on student achievement in science education. The research was carried out with 64 first-year students (30 in the experimental groups, 34 in the control groups) in the Department of Primary Education at a state university in the spring semester of 2017– 2018 in the context of “Acids, Bases and Salts”. The pre-test/post-test quasi-experimental design with a control group was used in this study. In the experimental group, the 5E method enriched with the REACT strategy was used while the computer-assisted 5E instruction method was used in the control group. The data were collected by means of a “Subject Achievement Test”, consisting of open-ended questions. The dependent t test results of the experimental and control group revealed a significant difference in favour of the post-test in both groups. According to the independent t test results of the groups, the 5E method enriched with REACT strategy was found to be more effective in order to improve student achievement compared to computer-assisted 5E learning method. Keywords 5E learning method . REACT strategy . Computer-assisted 5E instruction method . Student achievement . Acids, bases and salts
Introduction Nowadays, rapid changes in technology and science have been influencing education programs aimed at raising individuals who can easily adapt to these changes, and thereby leading to new teaching approaches (Demirel 2005). One of these approaches is the constructivist approach. Since the 2004–2005 academic year, this approach has been at the core of our education system, teaching activities, course work and the preparation of textbooks. The constructivist approach encourages teachers to build a bridge between students’ prior knowledge and new knowledge so as to enable permanent learning. In this sense, while determining the
* Faik Gökalp [email protected] 1
Faculty of Education, Department of Mathematics and Science Education, Division of Science Education, Kırıkkale University, Kırıkkale, Turkey
2
Graduate School of Natural and Applied Sciences, Department of Science Education, Kırıkkale University, Kırıkkale, Turkey
stages of teaching subjects, it is pre-eminent to provide a smooth transition from concrete to abstract, simple to complex and easy to difficult concepts (Akaydın and Kaya 2018). One of the models developed according to the constructivist approach is the 5E learning model. It is an educational model that enhances students’ enthusiasm to do research and requires active use of their knowledge and skills at every stage. The 5E model encourages the students to engage in activities at every stage, but also allows the students to create their own concepts in their minds while learning new concepts (Ergin 2006). This model, develope
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