The examination of the impact of 5E learning cycle model on the success of high school students in solubility equilibrium and scientific process skills

The aim of this study is to investigate whether that Curriculum developed based on 5E learning model affects scientific process skills and chemistry achievements in Solubility Balance of 11th grade mathematics and science students. In the study conducted with quantitative research method, pre-test post-test experimental design with control group was used. The study was conducted with the participation of 67 high school students in Çankaya district in Ankara province in the spring semester of 2014-2015 academic year. The experimental group and the control group were randomly selected from the students who make up the sample of the study. In the experimental group, subjects were studied with 5E learning model approach and in the control group subjects were studied with traditional method. The Scientific Process Skill Scale (BSBS) developed by Temiz (2007) was used to measure the development of scientific skills identified within the scope of the research. T-Test analysis was performed for related samples. A meaningful difference was observed between the pretest-posttest scores of the experimental group students. A meaningful difference was observed between the BSES posttest scores of the experimental and control group students. Solubility Balance Achievement test developed by the researcher was used to measure students' chemistry achievements. The analysis of the quantitative data obtained from the study was carried out with the Mann - Whitney U Test, Wilcoxon signed rank test and non - parametric t - test. In the light of the findings obtained from this study, It was concluded that the constructivist approach of 5E learning model would be more effective in order to increase the academic achievement of students in chemistry subjects, to gain and develop scientific process skills. Keywords: constructivist approach, 5E learning model, scientific process skills