Effects of the 5E Teaching Model Using Interactive Simulation on Achievement and Attitude in Physics Education

Abstract

In this study, the effects of 5E teaching model with interactive simulations on students’ academic achievements and attitudes were investigated and their opinions about using simulations in physics teaching were also determined. Two 11th grade science stream classes with 80 students participated in the research and a quasi-experimental design with pre- and post-test control groups was used. While a traditional method was used to teach the control group, the 5E teaching model with interactive simulations was used to teach the experimental group by the same teacher. The quantitative data were collected by using an achievement test and attitude scale and the qualitative data were collected via semi-structured interview form. For the analysis of the quantitative data, independent samples t-tests were used and for qualitative data, content analysis was conducted. The findings revealed that interactive simulations integrated 5E teaching model caused significantly better acquisition of scientific concepts related to content taught and relatively higher positive attitudes towards physics than traditionally based instruction. The results have also been supported by the thoughts collected from the students in the experimental group at the end of the study. As a result the 5E teaching model integrated with simulations had potential to help eleventh graders improve their physics academic achievement and attitude.