Turgut, UmitGurbuz, FatihSalar, Riza2024-10-042024-10-042013978-84-616-2661-82340-1079http://hdl.handle.net/20.500.12403/37507th International Technology, Education and Development Conference (INTED) -- MAR 04-06, 2013 -- Valencia, SPAINThe aim of this study is to determine the effects of materials based on the 7E learning model on students' achievement and retention of knowledge at unit of Electricity in Our Life in Science and Technology course on elementary school at 6th grade. This study was carried out with 45 sixth grade students in two classrooms of a public elementary school at the second semester of 2011-2012 academic year. In the study, pretest and posttest control and comparison group quasi-experimental is used. One of the classrooms was selected randomly as the experimental group (n=24) and the another as the control group (n=21). While the students in the experimental group were carried out with materials based on 7E learning model, teaching in control group was carried out according to teaching method and models suggested by course books developed based on Science and Technology teaching program and approved by Ministry of Education. As a tool for collecting data both before and after applications, Electricity in Our Life Test was applied on the students in the both groups. In order to test the hypotheses of the study, for dependent and independent groups t test was used. When it was evaluated the data gained from the pretests, it was observed that the groups had the same knowledge level. As a result of the statistical study, it was found out that materials based on 7E learning model support significantly students' achievement and retention level.eninfo:eu-repo/semantics/closedAccessConstructivist learning theoryelectricity in our life7E learning modelretentionConference Object161165WOS:000346699800025N/A