Effect of 7e learning model integrated with real-life context based instruction on students' conceptual achievement, misconceptions and science process skills about ?energy?

The purpose of this study is to investigate the effect of 7E learning model integrated with real-life context based instruction on students? conceptual understandings and science process skills on subject of ?energy? and overcoming the students? misconceptions related to the subject.In this study, the sample is consisted of 10th grade students who were at Polatlı Atatürk High School and Polatlı Anatolian High School in Ankara. Experimental group is consisted of 50 students; control group is consisted of 45 students. In this study, pretest-posttest design with control group was used.In order to test hypotheses of this study three assessment tools were used. First tool, called Misconception Test, was used for determination of changing of misconceptions. Second is an Achievement Test which was used for investigation of students? conceptual understandings about ?energy?. Third one is Science Process Skills Test which was used to measure the development of science process skills of students.Based on the 7E learning model, lesson plans were prepared by using the real-life context-based approach. For two months period, these plans were applied for experimental group. For the control group, traditional method of teaching and learning was applied for the same period.Independent t-test, ANCOVA (Analysis of Covariance) and Mann Whitney U Test techniques were used for testing the hypotheses of this study.Results of the analyses showed that there was a statistically significant effect of 7E learning model integrated with real-life context based instruction on students? conceptual understandings and science process skills compare to the traditional approach but there was no effect on remediation of students' misconceptions.