Effectiveness of 5e learning models activities on elementary school class 4 science teaching course

In this study, the effect of teaching the topics of "The effects of Force" and "Lets' know substance" in the 4th grade science curriculum of the Science Class with the 5E learning model was investigated on the students' academic achievement, scientific process skills, conceptual misconceptions and attitudes towards science lessons. The research was designed in a semi-experimental pattern model with pre-test post-test control group. The sample of the study consists of 41 students from two different branches of the Murat Elementary School affiliated to the Ministry of National Education, Elazığ province. In the 2017-2018 academic year, Murat Elementary School selected two classes that were equal to each other. One of these classes constitutes the control group where the 5E learning model is applied and the other is the traditional method. The application process of the research was completed in 6 weeks, three lessons per week during the "Strength of Effects" and "Meet the Parties" units. As a data collection tool; academic achievement test, scientific process skills test, conceptual misconceptions test and attitude tests for science lesson were applied as pre test and post test. The results were analyzed in the SPSS 22.0 program. Independent groups t test, Mann Whitney U test and arithmetic mean, standard deviation, frequency and percentage analyzes were used for the analysis of the data. A significance level of .05 was considered in interpreting the obtained data. When the results of the research were examined, it was concluded that there was a difference in favor of the experimental group in terms of academic achievement, misconceptions and attitude towards the science course in the final test averages obtained in experimental and control groups, but this difference was not significant. However, a significant difference was found in favor of the experimental group in terms of scientific process skills. According to these results, it is seen that the 5E learning model positively affected students' academic achievement, misconceptions and attitudes towards science lesson at the 4th grade of primary school. However, it seems that there is a significant difference in favor of the experimental group regarding scientific process skills.