Method activity interaction: Presentation vs. 5E learning cycle and interactive simulations vs. activities with simple tools

The aim of this study is to examine 7th grade students' Science course Force and Energy. It is an examination of the academic achievement and attitudes of students on the subject of Force-Energy and Energy Conversions in the unit, using three different teaching methods in three different classes. The 'Teaching Through Presentation' technique was applied to the first group of the classes, the '5E and PhET Simulations' technique was applied to the second group, and the '5E Tools and Equipment' technique was applied to the third group. The sample of the research consisted of 90 students studying in the 7th grade at Şehit Teğmen Harun Kılınç Secondary School in Elbistan district of Kahramanmaraş province in the 2022-2023 academic year. Data obtained from pre-test and post-test were used to determine the effect of the educational methods applied to the students included in the research on their academic success and perception of attitude and motivation. SPSS 25.0 package program was used to analyze the quantitative data. While analyzing the data, firstly descriptive statistics such as calculation of mean and standard deviation were included. Then, predictive statistical techniques were used. In order to compare the groups among themselves in terms of the dependent variables considered and to detect the change in each group over time, mixed between-within analysis of variance was performed. Since inter-group mixed analysis of variance (Spit Plot ANOVA) is a parametric test, the assumptions of the test were checked beforehand. When the findings regarding academic success were examined after the application, it was determined that there was a significant difference between the pre-test and post-test scores in the classes where the Teaching with Presentation, teaching with 5/E Simulation and 5/E Teaching with Tools methods were applied to the classes and that the methods used increased the success of the classes. According to the test results conducted to determine which education method is more successful between classes in classes where different teaching methods are used, it has been seen that there are benefits in the students' average scores in practice, although not statistically. When we look at the findings regarding the affective characteristics of the students according to the results of the Attitude Scale towards Science and Technology Course before and after the education process, it is seen that there are huge increases in the average scores of all students, regardless of groups, in practice, although not statistically, in the titles of Importance of Physics, Physics Self-Efficacy, Physics Achievement Motivation and Student Motivation; It was concluded that there was no significant effect on Physics Self-Concept, Physics Lesson Anxiety and Situational Interests. Key Words: Science, 5/E, PhET simulation, Teaching through presentation