Effect of geometry teaching according to the 5e learning cycle model supported by dynamic geometry software (Cabri 3D on seventh grade students' van hiele geometry thinking levels, geometry achievement and attitudes towards geometry

In this study, it was aimed to examine the effects of teaching geometry according to the 5E cycle model supported by Cabri 3D on students' achievements, Van Hiele thinking levels, permanence of success and van Hiele levels, and attitudes. Another purpose of the study is to get student opinions about the Cabri 3D software used. This study was conducted with seventh grade students at a public school in Muş in the 2021-2022 academic year. The study groups were selected by random sampling method. The experimental group consists of 24 students and the control group consists of 23 students. The experimental group used educational activities based on the 5E model and supported by the dynamic geometry program Cabri 3D. Lessons in the control group were conducted using the traditional method and the activities included in the manual. The method of this research is planned as a mixed research method. The quasi-experimental design with control group was used as the quantitative research method and the case study design was used as the qualitative research method. Data collection tools were chosen as "Academic Achievement Test", "van Hiele Thinking Levels Test", "Geometry Attitude Scale", "Personal Assessment Form", "Interview Form" and "Observation Form". For quantitative data, when performing statistical analyzes of different groups, unrelated samples t-test was used in normal distributions, Mann Whitney U test was used in non-normal distributions. When performing statistical analyzes of the same groups, related samples t-test and ANOVA were used in normal distributions, and Wilcoxon test was used in non-normal distributions. Content analysis, frequency and percentage tables were used to analyze qualitative data. When examining the results, it was found that the students in the pre-research study group were at similar levels in terms of their geometry achievement, attitudes towards geometry and van Hiele thinking levels. It was found that teaching according to the 5E model supported by Cabri 3D in the experimental group and teaching according to the traditional method in the control group had a positive impact on Van Hiele thinking levels, attitudes and achievements of seventh grade students. It was revealed that teaching according to the 5E model supporting Cabri 3D applied to the experimental group has the effect of improving the achievement, attitude, and Van Hiele thinking levels of seventh grade students more than the traditional method. Although it was found that teaching according to the 5E model supported by Cabri 3D applied to the experimental group had a positive effect on the permanence of success and permanence of Van Hiele thinking level of seventh grade students, it was determined that traditional teaching applied to the control group had no lasting effect on the academic achievement of seventh grade students or Van Hiele's thinking level. When the opinions of the students were examined, it was determined that the use of Cabri 3D increased their success, had a positive effect on permanence, and accelerated problem solving. In addition, it can be said that students think that Cabri 3D software should be practical, reinforcing, a fun environment, allow active participation of students, be reproducible and provide rich visual content. When the answers given by the students to the individual evaluation form were examined, it was observed that the students found the activities carried out using Cabri 3D interesting, the students learned new information through the activities, and they liked group work while carrying out the activities. As a result, it has been revealed that the teaching activities implemented according to the 5E model supported by the dynamic geometry software Cabri 3D are more effective in increasing success and permanence of success, van Hiele thinking levels and permanence of levels, and attitude towards geometry, compared to the traditional method. Another conclusion reached is that students agree that the use of Cabri 3D software increases their geometry success, positively affects permanence, accelerates problem solving, and that the Cabri 3D environment is fun, practical, reinforcing, allows active participation, is repeatable, and offers rich visual content.