The effects of metacognition during the instruction based on conceptual change used with 5E model: An application regarding the force and motion subject in the 7th grade

The purpose of this research is to determine the effects of the instruction based on conceptual change used with 5E model on the conceptual understanding, learning approach, metacognition and metacognitive orientation of classroom learning environments of seventh grade students.In the research, both qualitative and quantitative data collection methods were used. In the quantitative section of the research is in the model of quasi experimental method with pre test post test control group. In the experiment group the instruction was based on 5E learning model. Based on this model, the 4 conditions of conceptual change model (dissatisfaction, understandability, plausibility and fruitful) were put forward and the metacognition of the students were aimed to be developed through these conditions. In the control group, the instruction was held as the way teacher did depending on the recommendations of the Science and Technology Curriculum by National Ministry of Education. As pre-test and post test, Force and Motion Concept Test, Metacognition Inventory, Deep Learning Approach Scale, Surface Learning Approach Scale, Metacognitive Orientation of Learning Environment Scale-Science were applied to the both in the experiment and control group. The sample of the research consists of 52 seventh grade students in a primary school in Buca district of Izmir. Experiment group consists of 25 students and control group consists of 27 students.In the quantitative section of the research, 3 target students were selected by sampling method in order to monitor the changes in conceptual understanding, metacognition and learning approaches of the students in the experiment group. In the selection of the target students, the scores of the experiment group students from pre-test were classified as low, medium and high and then, 3 students were selected from each. A voice recorder was used to record the mutual speeches during the studies of the two groups including the target students.t-test and MANOVA were used in the analysis of the data obtained from the quantitative section of the research. The significance level was taken as 0,05 for the comparisons. Content analysis was made in order to examine the changes in conceptual understanding, metacognition and learning approaches of the target students and some coding strategies were developed.After the application, it was found that the scores of the experiment group students from Force and Motion Concept Test were significantly lower than of the students in the control group. When the Knowledge of Cognition factor scores of the Metacognition Inventory was compared it was observed that there is a significant difference in favor of the experiment group. However, there is no significant difference in the final test for the Regulation of Cognition factor of the Metacognition Inventory. While there is a significant difference in favor of the experiment group when final test scores of the Deep Learning Approach Scale considered, there is no significant difference between two group students? scores for Surface Learning Approach Scale. According to the scores taken from Metacognitive Orientation of Learning Environment Scale-Science, significant differences between the experiment group students and control group students in Emotional Support, Student ? Student Interaction, Voice of The Student and Metacognitive Demands factors (except Shared Control factor) were observed.The pre-interviews made with target students determined that students have understandings different than scientific realities. In the final interview, some improvements were observed regarding force and motion. In the research, the metacognitive categories of the students were found by the interviews made after the activities. These categories in the students were observed to be different by means of quality. Besides, the change processes of the categories in the students were also found to be different. Similarly, the changes in the learning approaches realized in different ways according to pre-interviews and post interviews. In the light of the obtained results, suggestions were made to educators and researchers taking the elements affecting the conceptual change model into account.