5E of the subject of equations and equality with the learning model 7. reflections of classroom students on non-routine problem solving processes

The aim of this research is to examine the reflections of the 5E learning model and the subject of equations and equations on the non-routine problem solving processes of 7th grade students. For this purpose, students' views on problem solving processes, non-routine problem solving processes, 5E learning model and non-routine problems in the lessons taught with the 5E learning model were discussed in detail. Case study, one of the qualitative research methods, was used in the research. Participants were determined as 30 students studying at a public secondary school located in the district center of a province in the Marmara region in the 2021-2022 academic year. As a data collection tool, 4 lesson plans prepared by the researcher in accordance with the 5E learning model, 4 non-routine problems determined as a result of the literature review and semi-structured interview forms were used. During the analysis of the data; Descriptive analysis was used for the solution of the activity questions and non-routine problems in the lesson plans prepared according to the 5E learning model, and content analysis was used for the interview questions. As a result of the research, it was determined that the students generally achieved success in routine problem solving. It has been determined that giving feedback to students after the solution has a positive effect on other solutions. Students were able to use the information they learned in the lessons taught with the 5E learning model in non-routine problem solving. Especially in the stages of establishing and solving equations, the knowledge learned was reflected in the solutions. However, it was determined that the students still had difficulties in non-routine problem solving. This difficulty increased in direct proportion to the success of the gains. A problem that occurred at the stage of understanding the problem was reflected in both the other stages and behaviors of the students. According to Polya's (1945) problem solving steps, the most unsuccessful stage of the students was the evaluation stage. When the views of the students were examined in general, it was concluded that the students found the positive aspects of the 5E learning model more than the negative aspects. Although it is a model that is difficult to implement in crowded classrooms, positive feedback from students showed that the 5E model achieved its purpose. The students' views on non-routine problems were divided into two. Although a group of students stated that they liked these problems, another group stated that they had difficulties in solving these problems.