The effect of teaching processes implemented in accordance with the variation theory and 5E instructional model in overcoming the misconceptions regarding and increasing performance levels in area measurements

A number of learning theories and learning approaches have been put forward to help students benefit from targeted learning, and to provide effective solutions for problem cases. The Constructivist Approach is but one of these. The leading learning models designed to implement the Constructivist Approach in educational activities are 3E, 4E, 5E and 7E Models. A number of studies point at certain benefits of these models and their usability in teaching environments, while others claim that these models are merely a paraphrasing of the theoretical framework, and do not necessarily produce positive results in teaching every concept. The issues noted in the literature were effectively a call for further research on the effect of the models on teaching mathematical concepts, and the development of alternative teaching theories. One such alternative theories is the Variation Theory. According to the Variation Theory, learning is all about developing a new way of experiencing a concept, and therefore involves raising awareness. The effect of the point of view developed and awareness levels achieved in learning environments designed in accordance with the Variation Theory, on teaching mathematical concepts, merits in-depth analysis. For this purpose; the effects of learning environments developed in accordance with the Variation Theory and 5E Teaching Model, on 6th grade students' achievements and misconceptions regarding the area concept have been examined and assessed. The research was designed according to the quasi-experimental method with pretest-posttest control group, one of the quantitative research methods. "Area Measurement Achievement Test" was used as the data collection tool. The learning environments effect on 6th graders' achievements regarding the area concept was assessed using t-test results. The maps provided by the Rasch Measurement Model were used to determine the students' achievement levels, the question items they had difficulty with and their misconceptions in the pre-test and post-test.. As a result of the study, it was determined that all students exhibited similar levels of achievement in the pre-test regarding the area concept, but the achievements in the post-test differ significantly in favor of the students in the learning environment designed in accordance with the Variation Theory. It has been observed that the learning environment developed in accordance with the Variation Theory helps eliminate misconceptions in general, while the learning environment developed according to the 5E Teaching Model is effective for overcoming some misconceptions. Still, both learning environments were also found to have led the students to some other misconceptions.