The effectiveness of 5E model in face-to-face, flipped classroom and online learning environments

In the research, it was aimed to develop, implement and evaluate teaching practices based on the 5E constructivist approach model for science courses taught in face-to-face, flipped and online learning environments. The studies were carried out for 6 weeks with a total of 60 7th grade students studying at a private school in Gölbaşı district of Ankara in the second semester of the 2021-2022 academic year. The effects of the 5E model-based courses on students' skill-based science achievement, their motivation to learn science, their critical thinking dispositions, and interpersonal competence areas, and their views on these practices were examined. In the research, "Mixed Method" and "Convergent Parallel Design", in which quantitative and qualitative methods are used together, were preferred. In the quantitative method dimension, "Pre-Test Post-Test Semi-Experimental Design with Control Group" and in the qualitative method dimension, "Case Study Design" constitute the research method of the study. Quantitative data collection tools were applied as Skill-Based Science Achievement Test, Motivation Scale in Science Education, Critical Thinking Disposition Scale and Interpersonal Competence Scale as pretest and posttest. Qualitative data collection tools consist of semi-structured interview form, documents and observation notes. As a result of the research, according to both quantitative and qualitative findings, it was determined that the applications made in science lessons contributed to the development of students' skill-based science achievement, motivation for learning science, critical thinking dispositions and interpersonal competencies. Keywords: 5E constructivist approach model, face-to-face learning environment, flipped classroom environment, online learning environment, science achievement based on cognitive process skills, motivation to learn science, critical thinking disposition, interpersonal competence