Effect of 5E learning model supported concept maps on students' understanding of chemical concepts

The aim of this study is to investigate the effect of 5E learning model supported by concept maps on eight grade students' conceptual understanding of some basic chemical concepts and students' motivation. The study carried out in the second half term of 2018-2019 education year at a state college in Turkish Republic of Northern Cyprus (TRNC). The study is designed with 100 students by using embedded design, one of the mixed research methods. In the study two experimental and two control groups which determined randomly used. In the experimental groups, the lessons were taught with the 5E Learning Model Supported by Concept Maps, while in the control groups with traditional teaching method. Chemistry Concept Diagnostic Test (CCDT), Motivated Strategies for Learning Questionnaire (MSLQ), open-ended questions and semi-structured interviews used as a data collection tools. The quantitative data analysed by using the statistical techniques such as independent-samples t-test and MANOVA; and the content analysis intended for analysed the qualitative data. As a result of the study, it determined that the conceptual understanding of the experimental group students whose course conducted with 5E learning model supported by concept maps was higher than the control group. Besides there was a significant difference between the experimental and control group students' in favor of the experimental group for the intrinsic goal orientation and in favor of the control group for the test anxiety post-test scores.