The effect of teaching based on meaning-creation approach integrated with the 5E teaching model on energy transformation and environmental science units and metacognitive awareness of 8th grade students

In this research, it is aimed to examine the effects of teaching integrated with the 5E model of the meaning-making approach, which is based on the social constructivism theory and advocated by Vygotsky as the source of cognitive development. The aim of the research is to examine the learning processes of the students based on the "Energy Transformations and Environmental Science" unit in the learning environment created with the meaning-making method integrated with the 5E teaching model, taking into account the misconceptions that students learn in daily life and shaped in line with non-scientific information. The sample of the research consists of 22 students studying in the 8th grade of a village school in Dursunbey district of Balıkesir province. The research model of the study is the embedded design, which is one of the mixed research types. In the quantitative dimension of the research, a quasi-experimental design with a pre-test post-test control group was used. In the experimental process of the research, a teaching plan and activities based on the meaning-making approach integrated with 5E were applied to the students in the experimental group within the scope of the 8th grade curriculum developed by the researcher. In the control group, the teaching and activities determined by the lesson teacher according to the 8th grade curriculum were applied by the researcher. To both groups, pre- and post-teaching conceptual understanding test, met cognition scale pre-test and post-test were applied and semi-structured interviews were conducted. According to the results of the research, it was seen that the instruction designed in the experimental group had a greater effect on students' understanding of information and initiating the conceptual change process by increasing social interaction in the classroom and initiating cognitive conflict compared to the control group. In addition, it was seen that the designed teaching method had a positive effect on the metacognitive development of the students and it was concluded that it was an important factor in increasing their academic success.