Umit Turgut, Alp Colak, Riza Salar


The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. "Action research", which is a qualitative research pattern, is employed in this research in accordance with the aim of the research. The research was implemented at a public high school in Turkey. The research continued for twelve weeks. Two-hour class periods were included on a weekly basis. Study group of the implementation consists of 52 students attending to two different classrooms. The ages of students vary between 15 and 16. Triangulation method was employed in collection and evaluation of data in order to increase research reliability. Observation, interview and peer assessment were used in this study for process description. It is revealed from the observations that the majority of students perceived the lessons as more pleasing by virtue of the discussions in physics lesson


Article visualizations:

Hit counter



7E model, physics education, action research


Acıslı, S. (2010). The examination of the influence of the materials generated in compliance with 5e learning model on physics laboratory application (Unpublished doctoral thesis), Ataturk University, Turkey.

Akerson, V. L., Townsend, S., Donnelly, L. A., Hanson D. L., Tira, P., & White, O. (2009). Scientific Modelling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modelling, Journal of Science Teacher Education, 20, 21-40 DOI 10.1007/s10972-008-9116-5.

Altun, S., Açışlı, S. & Turgut, U., (2010). The effect of five e instructional model on pre-service science teachers’ attitudes towards physics laboratory and development of scientific process skills. Kastamonu Education Journal, 18 (1), 147-158.

Avcioglu, O. (2008). Investigation of the effects of 7E model on success, in the subject of Newton laws of second grade high school students? physics classes (Unpublished doctoral thesis). Gazi University, Turkey.

Ayas, A. (1995). A study on program development and implementation techniques in science: evaluation of two contemporary approaches, Hacettepe University the Journal of Education 11, 149-155.

Bayrakceken, S., Canpolat, N., Karaman, S., Celik, S., Aggul, F., & Avinc, I. (2009). Secondary and tertiary levels in the preparation of appropriate active learning activities constructivist approach to teaching chemistry, implementation and evaluation. TUBITAK Project No: 107K095

Boddy, N., Watson, K., & Aubusson, P. (2003). A Trial of the five es: a referent model for constructivist teaching and learning. Research in Science Education 33, 27-42.

Bozdogan, E. & Altuncekic A. (2007). Science teacher candidates' views on the availability of 5E teaching model. Kastamonu Education Journal, 15(2), 579-590.

Budak, I. (2000). Developing and evaluating a computer-assisted mathematics teaching material for numbers (Unpublished master thesis), Karadeniz Technical University, Turkey.

Carkıt, C., (2013). Assessment of grammar teaching process in secondary schools for constructivist approach (Unpublished Master Thesis), Erciyes University, Turkey.

Cepni S., Ayas A., Johnson D. & Turgut M. F. (1997). Teaching Physics. World Bank National Education Development Project Pre-Service Teacher Training. Ankara.

Cepni, S., San, H. M., Gokdere, M. & Kucuk, M. (2001). Examples of activities to the appropriate development model in structuring theory 7E minds in science teaching. New Millennium at the beginning of the Year of Science and Education Symposium Proceedings, Maltepe University, İstanbul, (s. 83-190).

Cohen, L., & Manion, L., 1989. Research Methods in Education. Third edition. Routledge Publications, New York.

Coştu, B., Karatas, F. O. & Ayas, A. (2003). Using the worksheets in the teaching of concepts. Pamukkale University Journal of Education, 14 (2), 33-48.

Demirci, N. & Çirkinoğlu, A. (2004). Determining Students' Preconceptions/Misconceptions in Electricity and Magnetism Concepts. Journal of Turkish Science Education 2, 116-138

Doganay, A. & Karip, E. (2006). Planning and evaluation in education. Ankara: Pegem Publishing.

Eisenkraft, A. (2003). Expanding the 5E model. Science Teacher, 70(6), 56-59.

Ergin, İ., (2006). An example for the effect of 5e model on the academic success, attitude and recognition level of students’ in physics education: “Projectile motion in two dimensions” (Unpublished doctoral thesis). Gazi University, Turkey.

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.

Gurbuz, F. (2012). The effect 7e model on academic achievement and retention of knowledge in the unit of “Electricity in our Life” in 6th grade science and technology (Unpublished doctoral thesis), Ataturk University, Turkey.

Gurbuz, F., Turgut, U., & Salar, R. (2013). The Effect of 7E Learning Model on Academic Achievements and Retention of 6th Grade Science and Technology Course Students in the Unit" Electricity in Our Life". Journal of Turkish Science Education, 10(3).

Hırca, N. (2008). An investigation of effects on conceptual change of developed materials based on 5E model in unit “work, power and energy” (Unpublished doctoral thesis), Ataturk University, Turkey.

Hırca, N., Calık, M., & Seven S., (2011), Effects of Guide Materials Based on 5E Model on Students’ Conceptual Change and Their Attitudes towards Physics: A Case for ‘Work, Power and Energy’ Unit. Journal of Turkish Science Education, 8 (1), 139-152.

Kang, S., Scharmann, L. Gve Noh, T. (2004). Reexamining the role of cognitive conflict in science concept learning. Research in science education, 34 (1),71–96.

Kanli, U. (2007). The effects of a laboratory based on the 7e model with verification laboratory approach on students? Development of science process skills and conceptual achievement (Unpublished doctoral thesis), Gazi University, Turkey.

Keser, O. F. (2003). Designing and implementing a constructivist learning environment for physics education (Unpublished doctoral thesis), Karadeniz Technical University, Turkey.

Kilavuz, Y. (2005). The effects of 5E learning cycle model based on constructivist theory on tenth grade students' understanding of acid-base concepts (Unpublished master thesis), Middle East Technical University, Turkey.

Kurnaz, A., Değermenci, A., Kalyoncu, C., Pektaş, E., Bayraktar, G., Aydın, U. & Moradaoğlu, Y. (2010). 11. Grade School Textbook. Ankara: Ozkan Publishing.

Kurt, S. (2002). Worksheets development according to constructivist view of learning in physics teaching (Unpublished master thesis), Karadeniz Technical University, Turkey.

Kuzu, A. (2009). Action research in teacher training and professional development. The Journal of International Social Research 2(6), 425-433.

McMillan, J.H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (Seventh Edition). Boston: Pearson Education.

McNiff, J., Lomax, P. and Whitehead, J. (2004). You and your action research project. London and New York: Routlegde.

Mills, G. E. (2003). Action research ‘A guide for the teacher researcher’. (Second Edition). New Jersey: Merrill Prentice Hall.

Ozmen, H., (2004). Constructivist learning theory and technology-supported learning in science education. The Turkish Online Journal of Educational Technology 3(1) 1303-6521.

Ozsevgec, T. (2006). Determining Effectiveness of Student Guiding Material Based On the 5E Model in “Force and Motion” Unit. Journal of Turkish Science Education, 3(2), 36-48.

Ozsevgec, T. (2007). Determining effectiveness of guided materials about force and motion unit based on the 5E model for elementary students (Unpublished doctoral thesis), Karadeniz Technical University, Turkey.

Raizen, S. A., & Rossi, P. H. (1981). Program Evaluation in Education: When? How? To What Ends?. National Academy Press: NW Washington.

Sahin, H., (2014). The reflections of the constructivist approach to science teaching. Mehmet Akif Ersoy University Journal of Education Faculty, 29, 151- 170.

Saka, A. (2006). The effect of 5E model on removing science student teachers' misconceptions about genetics (Unpublished doctoral thesis), Karadeniz Technical University, Turkey.

Savas, B. (2009). Constructivist learning. A. Kaya (Ed). Educational Psychology (s.411-434). Ankara: Pegem Akademi.

Tas G. ve Secken N., (2009).The effect of constructivist approach to the teaching of the unit “journey to the inner structure of matter”. e-Journal of New World Sciences Academy 4(2), 520-533.

Vosniadou, S. (1994). Capturing and modeling the process of conceptual changes. Learning and ınstruction, 4, 45–69.

Yasar, M. D., & Sozbilir, M. (2012). Implementation Of The Constructivist Principles Into Practice By The Teachers In The 9th Grade Chemistry Curriculum. International Journal of Social Science, 5,7, p. 789-807.

Yerdelen, S., (2013). The effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in physics (Unpublished doctoral thesis), Middle East Technical University, Turkey.

Yildiz, E. (2008). The effects of metacognition during the instruction based on conceptual change used with 5E model: An application regarding the force and motion subject in the 7th grade. (Unpublished doctoral thesis). Dokuz Eylül University, Turkey.



  • There are currently no refbacks.

Copyright (c) 2018 Umit Turgut, Alp Colak, Riza Salar

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).