The effect of 5E teaching model on student academic achievement in "Biodiversity" of 5th grade science lesson

In this study, it is aimed to examine the effect of the 5E teaching model on "biodiversity" on the academic achievement of the 5th grade students. The sample of the research consists of two branches from the 5th grade of Mimar Sinan Secondary School in Antalya province Kumluca district. Experimental and control groups were formed randomly from these two branches participating in the study. A total of 40 students, n=20 from the experimental group and n=20 from the control group, participated in the study. While the lessons in the control group were carried out in accordance with the book of the Ministry of National Education, in the experimental group, 6 lesson hours were carried out with the lesson plan prepared in accordance with the 5E teaching model. In this study, in which a pre-test post-test control group quasi-experimental design was used as a model, the two-stage "Biological Diversity Concept Test" was used as a data collection tool to measure the academic achievement of students in biodiversity, and to reveal their attitudes towards science lesson and environment. scales have been used. The data obtained in the research were analyzed using the SPSS 26.0 program, and the normality assumptions of the data were first tested using the Test of Normality, as it would be effective in determining the analysis method applied; The data were found to have a normal distribution. Paired Sample T Test was used to make dependent pre-test and post-test comparative analysis within the groups, and Independent Samples T Test was used for independent pre-test post-test comparative analysis between groups. The significance level in these tests was accepted as p <0.05. As a result of the analysis, when the pre-tests of the experimental and control groups were compared, it was found that there was no significant difference between the two groups and it was seen that the groups had a homogeneous structure. According to the pre-test-post-test results of the dependent sample t-test, no significant difference was found in the control group for academic achievement, science attitude and environmental attitude; It was observed that there was a significant difference in science attitude and academic achievement in the experimental group, but not in environmental attitude. According to the independent sample t-test results regarding the comparison of the post-test values of the experimental and control groups; A significant difference was found in science attitude and biodiversity scores, but no significant difference was found in environmental attitude scores. When the two groups were compared in environmental attitude measurements, no significant difference was found between the pre-test and post-test scores. As a result of the research, it was concluded that the application of the 5E teaching model increased the academic success of the students compared to the traditional methods, increased the attitudes of the students towards the science lesson, but did not provide any significant increase in their attitudes towards the environment. Key words: Science Education, 5E Teaching Model, Biodiversity, Constructivist Approach