The effect of 5e model of constructivist learning approach supported by reviewing strategy on student's achievement, the permanence of knowledge and attitude in pressure issue

In the study below, the effects of 5E model of Constructivist Learning Approach, which is supported by reviewing strategy in teaching the subjects of solid, liquid and gas pressure in the unit ?If pressure never existed? which is present at the Science Course Education Program of 7th classes at Primary School, over the students? achievements, attitudes and the permanence of knowledge, are researched comparatively with Traditional Teaching Approach. The research is an experimental work and it was carried out in the second term of 2006-2007 education year. The sampling of the research is determined by using the easy-to-attain situation sampling method. By performing easy-to-attain situation sampling, out of 7th classes of 700. Yıl Primary School, which is in Diyarbakır city center and where the researcher works, classes 7-A and 7-B has formed the research? sampling. From 7-A class 37 students, from 7-B class 40 students and 77 students in total are included in the research. The class 7-A is the experiment group and the class 7-B is the control group, which are selected from the 7th classes randomly. At the beginning of the study, A Success Test is applied to determine both group?s students `conceptual perception on the pressure subject and theoretical knowledge. Besides, Attitude Scale and Perception Inquiry Test is applied to determine the perception of science and the ways of learning it with students? attitude towards science. Those tests are carried out as before tests. Both Success Test and Attitude and Perception Inquiry Test are applied again as the final test to determine the effect of the model 5E of Constructivist Teaching Approach, which is supported by reviewing strategy, over the students? achievement, attitudes and perception. Furthermore, Success Test has been applied 5 weeks after application of latest test for both class students so as to determine permanence of knowledge. The results according to the data of that research are shown below: ? There is a meaningful difference between 5E model of Constructivist Teaching Approach supported by reviewing strategy and Traditional Teaching Approach in favor of 5E model of Constructivist Teaching Approach supported by reviewing strategy when students? achievements are observed. ? It is seen that there is no difference in both groups? success according to results of retention test. ? A meaningful difference has not been detected between Traditional Teaching Approach and Constructivist Teaching Approach supported by reviewing strategy in terms of students? attitude and perception towards science. ? It has been seen that there isn?t a meaningful difference in both groups? academic successes, which based on sexuality and attitudes and perception to science. Key Words: Constructivist Learning Approach, Traditional Teaching Approach, Reviewing Strategy, Teaching of Science, Attitude, Achievement.