REACT strategy of context-based learning and the effect of using the 5E model of constructive learning on the student's success and attitude to the course in social studies education

The main purpose of this study is to investigate the effect of activities designed in accordance with the 5E model with the REACT strategy in the Production, Distribution and Consumption unit of the Social Studies course, on the course success of 7th Grade students in teaching Social Studies, their attitudes and experiences for the course, and to examine the existing teaching practices and their own experiences. is to make comparisons between them. Since the research is a mixed-method study, its design is an embedded design in which the qualitative design supports the quantitative design. While 62 seventh grade students from the experimental and control groups participated in the quantitative part of the research, 12 students from the experimental groups participated in the qualitative part. While Academic Achievement Test and Social Studies Attitude Scale were used as quantitative data collection tools in the study, qualitative data were collected with Semi-Structured Interview Form. In the research, one-way analysis of variance (ANOVA) was used for more than two groups, while Wilcoxon analysis was used within the group. The qualitative data of the research were evaluated using theme, descriptive and content analysis techniques. SPSS 22.0 package program was used to analyze the quantitative data used in the study. In the data analysis extracted from the ABT, higher efficiency was observed in the React strategy students in the post-test, while 5E model students were more successful in the permanence test results. However, the REACT strategy and the 5E model could not make a big difference to each other. The REACT strategy and the 5E model have a higher effect on course success compared to the current learning method. In the analysis of the information extracted from the SST, attitudes towards the social studies course developed positively in the Experiment 2 React group, and negatively in the Experiment 1 5E group.