The effect of 5e learning model on pre-service science teachers' achievement in the subject of solutions

This study aims to determine the effect of activities developed in line with the 5E learning model, which is based on the constructivist approach to instruction, on pre-service science teachers' achievement in the subject of solutions. The sample consisted of a total of 49 science undergraduates enrolled in the Department of Science Teacher Training in Bayburt Faculty of Education, Bayburt University. Two pre-existing classes were assigned randomly as control (25) and experimental groups (24). For four weeks, the subject of solutions was taught using the 5E learning model in the experimental group, and using the traditional approach to teaching in the control group. Data was gathered using informal observation and a 20-item achievement test on solutions, developed by the researcher. Quantitative data were statistically analyzed using t- test. The results of this analysis showed that there is a statistically significant difference between experimental and control groups with respect to Pre-Service Science Teachers' achievement in the subject of solutions, in favor of the experimental group, indicating that activities based on 5E learning model significantly improved students' learning of solutions, compared to conventional instruction. In addition, supporting the quantitative results, observation data indicated that activities based on the 5E model can be efficiently implemented in science classes and make a significant contribution to student's learning and retention.