Effect of 5E learning cycle assisted with concept maps on conceptual understanding

Abstract

This study aims to examine the effect of conceptual understandings related to anion-cation, acid-base, ionic-covalent, metal-nonmetal, and number of protons-number of electrons concept pairs taught in the periodic table to 8^th grade students with the 5E learning model supported by concept maps. The study was conducted among 100 (50 in the experimental group and 50 in the control group) 8^th grade students in North Cyprus in the second term of the 2018-2019 academic year. Data was collected using the chemistry concept diagnostic test, open-ended questions, and semi-structured interviews related to the concept pairs designed by the researchers. As a result of the study, it has been determined that the 5E learning model supported by concept maps improves the students’ conceptual understanding, and the opinions of students from the experimental group on the learning environment have been analyzed.