Examination of model-based teaching of electrical circuit elements unit in terms of some variables

The purpose of this study is to examine the effects of modeling-based teaching on the unit "Electrical Circuit Elements" in the 5th grade science course in middle school on students' academic achievement, science motivation and perceived self-regulation skills. The research sample group consists of 51 students studying in the 5th grade of a middle school in a district close to the center of a small-scale province in Eastern Anatolia. 28 students of this sample constitute the experimental group, and 23 students constitute the control group. In the study, a pre-test-post-test control group quasi-experimental design was used, which is one of the quantitative research approaches, by choosing a mixed method. While model-based science teaching was given to the experimental group students, the lessons were conducted according to the teaching methods and techniques envisaged by the science course curriculum for the students in the control group. The "Electrical Circuit Elements in Our Lives Achievement Test" and "Science Motivation Scale" were used as data collection tools. and "Science Perceived Self-Regulation Scale" was applied to the experimental and control group students as a pre-test before the lessons and as a post-test after the lessons. In addition, semi-structured interview questions prepared about model-based science teaching were applied to 6 students from the experimental group after the experimental process. Independent groups t-test was used statistically to test the hypotheses of the research. In the research, statistical results of the data collected quantitatively from the experimental and control groups revealed significant differences in favor of the experimental group. In addition, the results of the semi-structured interview questions support the experimental group data.