Energy Education Science and Technology Part B: Social and Educational Studies

2012 Volume (issue) 4(4): 2403-2414

Effect of using different teaching methods

and techniques embedded within the 5e
instructional model on removing students’
alternative conceptions: Fluid pressure
Hava Ipek Akbulut*, Cigdem Sahin, Salih Cepni
Karadeniz Technical University, Fatih Faculty of Education, Trabzon, Turkey

Received: 27 July 2011; accepted: 29 September 2011

Abstract

The aim of this study was to determine effect of different teaching methods and techniques embedded within
5E model on grade 8th students alternative conceptions of “fluid pressure.” The sample comprised of 48 8th grade
students (experimental group, N = 25; control group, N = 23). Quasi-experimental research design is used in this
study. An questionnaire with three two-tier items was employed to collect data. Teaching material based on the
5E Instructional Model enriched with various teaching methods and techniques is used in the experimental
group. The control group is taught in a conventional way by using course textbook, in brief chalk and talk. The
results showed that the instructional material prepared for this study has differentiated the conceptual structures
in a desired way and promoted conceptual change.

Keywords: 5E instructional model; Elementary 8th grade; Fluid pressure

©Sila Science. All rights reserved.
1. Introduction

Students are coming to science classes with their prior ideas about scientific topics. These ideas can be
accepted as true or can be accepted as alternative conception or prior knowledge if they are different from
scientific views [1-5]. Sometimes students’ ideas which are different from scientific ones are resistant to change
[6-8]. This may be a big problem for the teacher who teaches those students. In this situation, it would be
difficult to eliminate students’ ideas just by traditional learning methods. The teacher has to take students
individual needs into consideration, have to support her/his teaching with different teaching technique and
methods. Since students’ misconceptions are not completely remedied by means of only one conceptual change
method, the researchers assume that to use different conceptual change methods to support 5E instructional
model will be more effective in enhancing students’ conceptual understanding and it will also eliminate students’
misconceptions [9, 10]. In conjunction with this case, researchers have recently developed instructional materials
based on the 5E Instructional Model enriched with different teaching methods and techniques and have
examined the effect of these materials on students’ achievement and conceptual change [11, 18].

1. 1. Researches done about liquid pressure

Students have trouble in constructing and understanding abstract science concepts. One of these concepts is
fluid pressure. As it is an important topic in physics curricula, researches have been conducted in defining

______________
*
Correspondence author. Tel.: +90-462-377-7254; fax: +90-462-248-7344.
E-mail address: havaipek@gmail.com (H. Ipek Akbulut).
2404 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414

students’ ideas, alternative conceptions and mental models. When studies related to fluid pressure are examined,
some misconceptions are found. For example, “the amount of fluid in containers with different widths have
different pressures” [19], “fluid pressure depends on the weight of fluid” [20], “fluid pressure is associated with
the total volume of fluid” [21], “fluid pressure depends on the shape of container” [22], “fluid pressure depends
on the amount of fluid” [23]. To remove students’ misconceptions related to fluid pressure, various researches
have been studied [20, 21, 24]. [21] stated that although students’ misconceptions could not be removed,
students were encouraged to make their reasoning clearly and intelligible in their study. [24] determined that
students were able to explain the questions about fluid and gas pressure at the macro level in his study; but they
could not have explained the reasons of the observations in detail. Also, she stated that preparing activities based
on “the learning through discovery” are effective at constructing higher level mental models. [20] suggested that
presenting teaching methods should be reviewed in order to develop students’ skills and reasoning consistently.
When literature is taken into consideration, it is seen that there are not enough studies about fluid pressure, so it
is necessary to make researches covering “fluid pressure” concepts. Additionally, science and technology course
books do not deal with students’ misconceptions about fluid pressure adequetly. This case emphasizes the need
for developing guide instructional materials to remove students’ misconceptions about fluid pressure concept.

1. 2. Theoretical basis of the study

In this study, Conceptual Change Text (CCT), computer animations, Prediction-Observation-Explanation

(POE) and Worksheets (WS) were used within the 5E Instructional Model. The explanations of these teaching
methods and techniques were presented in the following paragraphs.

1. 2. 1. The 5E instructional model

The “5E Instructional Model” gets the name from the first characters of Enter, Exploration, Explanation,
Elaboration, Evaluation words of “Constructivist Learning Approach” in five phases. Implementation notes of
the 5E Instructional Model are presented in the following [17, 25-30].

Table 1. Phases of 5E instructional model

Phase Phase Explanation
Engage It includes attracting students’ interest to the concept, revealing students’ prior knowledge about the concept and making students aware of
their own knowledge and querying them about the concept. At this stage, students are not expected to express the correct concept. This stage is
a warm up phase in which students become ready to learn.
Explore Students test their own knowledge by doing observations and gaining experiences about the concept. They work in groups. They try to explore
scientific knowledge. Teacher directs students to study with video, computer and in library environments and students are encouraged to solve
problems
Explain’ This phase is the most active phase of the teacher and it includes students to share and debate their own experiences with each other. Students
are encouraged to compare their prior knowledge with observations and explain the relationship between them. At this stage, teachers could
get benefit from methods such as computer software, flash animations, Conceptual Change Text (CCT), argumentation, expression and video
Elaborate Students are encouraged to adapt new knowledge they have acquired in previous phases to different situations and to associate it with their
daily life. Work sheets, model preparation, activities including drawing, problem situations and questions related to daily life are used to
enhance the relationship between the concept and daily life. Moreover, at this stage students find answers to the questions which are asked to
motivate them at the “enter” stage.
Evaluate Students query new knowledge of the concept they have learned at the previous four stages and make an extraction. And, eventually, they
assess their own improvement.

1. 2 .2. Different teaching methods and techniques embedded within 5E model

Different teaching methods and techniques embedded within 5E model are presented in Table 2.

Table 2. Different teaching methods and techniques embedded within 5E model

Techniques
Conceptual Change CCT is an instructional material which is suitable for conceptual change approach. The CCT is preferred to eliminate misconceptions and
Texts (CCT) provide conceptual change in various researches [9, 32, 33, 34]
Computer Computer supported instruction does not only consider students’ alternative conceptions, but also helps students to see microscopic world
Animation via computer animations [34- 42]. It gives an opportunity to students to see natural events which are not possible to bring into classroom
environment. It also makes possible to do the experiments taking long time in laboratory in a short time and to repeat the experiments one
or two times [35, 43, 44]. It does not only increase students’ interest towards science and technology [44], but also provides the
observation of invisible events [10, 41, 45], whereas using animations without any supportive teaching material may diminish students’
motivation and therefore, students tend to communicate to the teacher [41].
Prediction- Prediction- Observation- Explanation (POE) method is used in laboratory experiments to focus on students’ conceptual learning,
Observation- facilitate presentation and arrange the sequence of the topic. Laboratory activities carried out by POE do not only give chance students to
Explanation (POE) apply what they have learned, but also allow for generalizations of their own scientific knowledge in science subjects. POE technique is
used to make understanding deeper [46]. Students are asked about the origins of the events. They have opportunity to consider about the
event and to make observations. As a result of prediction and observation, students are supposed to make explanations by integrating
their observations and predictions. In this way, the main cause of students’ opinions can be revealed [46, 47].
Worksheet Worksheets can be used for different purposes such as development of scientific process skills with laboratory activities [48]. Pictures,
images, cartoons, and interesting daily life questions can be used to make worksheets interesting and eye-catching. Even if students are
highly affected by animations; they may lose their motivation after a period of time. Therefore, worksheets are used to make animations
more effective and to provide the continuity of students’ interest [49].
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1. 3. The aim of this study

The aim of this study is to investigate the effect of different teaching methods and techniques embedded
within 5E model on grade 8th students alternative conceptions of “fluid pressure”.

2. Method

In quasi-experimental research design, each group was given both a pretest and a posttest, measuring the
dependent variable before and after exposure of the independent variable. In this study, a delayed posttest was
also implemented to both Control Group (CG) and Experiment Group (EG) students after about three months of
administering posttest.

2. 1. Sample

The sample of this study consisted of 48 (experiment group, N=25; control group, N=23) elementary 8th grade
students. Experiment Group (EG) students were coded as E1, E2, E3,..., E25. Control Group (CG) students were
coded as C1, C2, C3,…, C23. One volunteer science teacher was participated in the study and taught in both
groups.

2. 2. Teaching process

National Ministry of Education proposed 14 hours for teaching the unit “Force and Motion” which includes
fluid pressure concept in the curriculum of elementary science and technology of 8th grade, whereas 2 lesson
hours (80 minutes) are suggested to teach fluid pressure concept. Teaching materials based on the 5E
Instructional Model embedded with different teaching methods and techniques were developed for the unit. In
the implementing process, the EG group had their courses with the material developed by the researchers, while
the CG used the other instructional materials such as student course book, work book and teacher guide book.
Worksheets, POE activities and CCT were prepared by the researcher. Computer animations were also designed
by the researchers and were prepared by an expert in Flash MX program.

Table 3. The instructional materials being developed and applied in the EG, the purpose of these materials
and the 5E Instructional Model’s phase being compatible with the materials
FLUID PRESSURE
The Purpose Instructional Material 5E PIM
Improving students’ motivation and providing them to understand “Fluid pressure” titled worksheet supported by POE E1-E2-
their insufficient pre knowledge. E3- E4-
E5
Observing fluid pressure in microscopic level and becoming aware “Let’s inflate the balloon without blowing” titled computer E3
of fluid pressure. animation
Relating fluid pressure with daily life. Performance test 3 (making dam model) E5
“The place of fluid pressure in daily life” titled worksheet E4
Fluid pressure and technology (Hydraulic brake system) titled
computer animation E4
Discovering students’ misconceptions and showing the scientifically “ Ideas about fluid pressure” titled CCT supported by concept E1-E2-
true knowledge to refute the misconception cartoon and computer animation E3
Observing the cause and effects of fluid pressure in microscopic “Fluid pressure-I, II, III” and “ fluids transmit pressure” titled E2
level. computer animations
Evaluating and reviewing students’ learning. “I wonder, can a mouse lift a cow?” titled computer animation E5
E1: Enter, E2: Exploration, E3: Explanation, E4: Elaboration, E5: Evaluation, 5E PIM: The Phase of the 5E Instructional Model.

Fig. 1. Instructional environment of the EG.

2. 3. Instruments
EG and CG students’ conceptual changes were identified via three two-tier questions which were taken from
“Determining Differentiation in Conceptual Structure Test (DDCST)” prepared by [15] including 16 questions.
2404 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414
The test’s reliability coefficient (Cronbach’s Alpha) was computed as 0,81. The test’s validity was determined
by hypothesis test. Expert opinions were taken for the construct validity. The first-tier of each item consists of a
content question having four choices, while the second tier explores students’ reasons for their choices made in
the first tier. Two-tier questions contain all misconceptions about fluid pressure that students may have. The first
question was used to assess students’ understanding of the relation between “fluid pressure” and “depth” and
whether students could have differentiated “fluid pressure” and “buoyancy” concepts. The second question
measured students’ understanding of the relationship among “fluid pressure”, “shape of the container” and
“amount of fluid”. The third question was about to discover students’ understanding of the relationship among
“fluid pressure”, “density”, and “transmission of fluid pressure.”
2. 4. Data analysis
Different categories were used by researchers to evaluate understanding levels of students [50-52]. The final
form of the understanding level categories which often used in many studies were determined as “no
understand”, “specific misconception”, “partial understanding with specific misconception”, “partial
understanding” and “full understanding” which were also used by [50] and these categories were coded as 0, 1,
2, 3 and 4 points respectively. Then, these categories were taken as a reference and used in other studies in
different forms [9]. According to the categories of [15], the first phase of two-tier questions was evaluated in
three subcategories Correct Choice (CC), Incorrect Choice (IC) and Empty (E). The CC was 5 point, the IC was
1 point and the E was 0 point. Additionally, the CC was 5 point, so there was a clear distinction between students
in the CC and the IC categories. The first part of the two-tier questions was analyzed in two ways such as correct
choice and incorrect choice. Qualitative answers in the second part were examined in detail and these answers
were coded as correct reason, partially correct reason and reason including alternative concept. Besides, these
integrated codes of the two steps of the two-tier questions were graded. The categories used to analyze two-tier
questions are presented in Table 4 with indexes and points.

Table 4. The categories used to analyze two-tier questions with the points and indexes
Understanding Level/ Abbreviation Points Index
Correct Reason / (CR) 10 Answers include all aspects of valid reason
Partially Correct Reason / (PCR) 8 Answers include some aspects of valid reason
Reason Including Alternative Concept / (RIAC) 3 Answers include partialyl correct information with misconceptions
Incorrect Reason / (IR) 2 Answers include incorrect information.
Unrelated Reason / Empty (UR) 0 Answers include unrelated reason.
Answers are irrelevant to the question.
Answers are just same as the questions.

Eleven categories being a combination of both phases’ codes of two-tier questions were used for grading the
first and second phase of two-tier questions. When 11 categories were arranged carefully, each structure had
hierarchically different points. The categories used in the analysis of the two-tier questions, abbreviations of the
categories and points are shown in Table 5.
The points of 11 categories were obtained by summing the points given first and second phase of two-tier
questions. To make the data more reliable, researcher analyzed pretest data of the EG and the CG in two
different times, there was one month between two grading. The consistency of the researcher’s grading papers in
two different times was calculated as 93% and 87% for the EG and the CG, respectively.
In the statistical analysis of the data, non parametric wilcoxon signed ranks for related samples and mann
whitney U test for unrelated samples were used. The EG and the CG students’ answers in the pretest, posttest
and delayed posttest were tabulated together with percentages.

3. Results

3. 1. Results obtained quantitatively

Data collected from the two-tier questions were computed statistically. The results of the statistical computing
are presented in Tables 6-8. When Table 5 is considered, as a result of “U = 181.500, p < 0.01”; there is no
significant difference between the EG and CG students’ pretest points.
When Table 7 is considered, as a result of “U = 139.000, p < 0.01” there is a significant difference between
the EG and CG students’ posttest points. The average order of the EG and the CG show a significant difference
in favor of the EG.
As a result of “U = 118.500, p < 0.01” there is a significant difference between the EG and CG students’
delayed posttest grades. When Table 8 is considered, the EG and the CG average order have a significant
difference in favor of the EG.
 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414 2407

Table 5. The categories, abbreviation and points used to classify students’ answers
Categories Abbreviation Points
Correct Choice - Correct Reason CC- CR 15
Correct Choice - Partially Correct Reason CC-PCR 13
Incorrect Choice - Correct Reason IC-CR 11
Incorrect Choice - Partially Correct Reason IC- PCR 9
Correct Choice - Reason Including Alternative Concept CC- RIAC 8
Correct Choice - Incorrect Reason CC- IR 7
Correct Choice - Unrelated Reason / Empty CC- UR 5
Incorrect Choice -Reason Including Alternative Concept IC-RIAC 4
Incorrect Choice - Incorrect Reason IC-IR 3
Incorrect Choice - Unrelated Reason / Empty IC-UR 1
Empty - Unrelated Reason / Empty E-UR 0

Table 6. The comparison of Mann-Whitney U test results of pretest for the EG and the CG
Group N Mean Rank Sum of Rank U p
The EG 25 28.74 718.50 181.500 0.029
The CG 23 19.89 457.50

Table 7. The comparison of Mann-Whitney U test results of posttest for the EG and the CG
Group N Mean Rank Sum of Ranks U p
The EG 25 30.44 761.00 139.000 0.002
The CG 23 18.04 415.00

Table 8. The comparison of Mann-Whitney U test results of delayed posttest for the EG and the CG
Group N Mean Rank Sum of Ranks U p
The EG 25 31.26 781.50 118.500 0.000
The CG 23 17.15 394.50

Table 9. The comparison of the Wilcoxon Signed Ranks test results of pretest and posttest for the CG
Posttest- Pretest N Mean Rank Sum of Ranks z p
Negative rank 6 8.92 53.50 -2.575* 0.01
Positive rank 17 13.09 222.50
Ties 0
Total 23
*Based on negative ranks.

As a result of “z = -2.575, p < 0.01”; there is a significant difference between the CG students’ pretest and
posttest results. This significant difference is in favor of the posttest of the CG.

Table 10. The comparison of the Wilcoxon Signed Ranks test results of pretest and posttest for the EG
Posttest- Pretest N Mean Rank Sum of Ranks z p
Negative rank 0 0.00 0.00 -4.201* 0.000
Positive rank 23 12.00 276.00
Ties 2
Total 25
*
Based on negative ranks.

As a result of “z=-4.201, p< 0.01”; there is a significant difference in favor of the posttest of the EG students.

3. 2. Results obtained qualitatively

Table 11 shows the percentages of students’ misconceptions in pretest, posttest and delayed posttest of the
first question. While 28% of the EG students were in the IC-RIAC category in pretest, 43% of the CG students
were in this group. However, in posttest 16% of the EG and 17% of the CG were placed in this category. But in
delayed posttest, whereas 17% of the CG’s students were in the IC-RIAC category, none of the EG students was
placed in this category.
Table 12 shows the percentages of answers containing misconceptions of the second question in pretest,
posttest and delayed posttest. 32% of the EG, 48% of the CG of pretest results and 12% of the EG and 16% of
the CG of posttest results are in the IC-RIAC category. However, 17% of the CG students of delayed posttest is
in the same category, but there are not any EG students.
The percentages of students’ misconceptions in pretest, posttest and delayed posttest in the third question are
given in Table 11. 8% of the EG students, 8% of the CG students and 9% in pretest, and 4% of both EG and CG
students in posttest are in the CC-RIAC category. There is non EG and CG students in delayed posttest in this
category. 4% of the CG students in delayed posttest are in the IC-RIAC category.
2408 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414

Table 11. The percentages of students’ misconceptions in the first question in pretest, posttest and delayed
posttest
Pretest Posttest Delayed posttest
STUDENTS’ ANSWERS
CT EG CG EG EG CG EG
% % % % % %
“Fluid presure affecting on big fishes is equal. Fluid presure affecting on small fishes is the - 9 20 9 12 4
most because small fish has a small surface area.” (E2)
CC-RIAC

“Volume is inversely proportional to pressure.” (E8, 9)

“The biggest buoyancy affects the smallest fish in the bottom.” (E6)
“As descending to the bottom in water, buoyancy increases, so maximum pressure is at the
bottom” (E12, 18)
“Since the volume of small fish is small, more pressure affects on it” (C13, 21, 22)
“The pressure is determined according to buoyancy. Maximum pressure affects to the object 28 43 16 17 - 17
staying on water.” (E1)
“Buoyancy shows variability depending upon the surface of the object. The boat has the
largest surface.” (E22)
“The heaviest object is the boat, so maximum pressure affects on the boat.” (E8)
“Buoyancy affecting on big fishes is the same, so pressure affecting them is the same.” (E9)
“The fishes are hanging on water. Since the boat is swimming, maximum buoyancy affects on
it.” (E5)
“Water buoyancy exerts the pressure. All of them are in the same sea. The pressure affects all
IC-RIAC

of them equally.” (E12)

“The boat is at the top of water, so maximum pressure affects on it” (C5, 6, 23)
“Because the surface of the boat is the largest, maximum pressure affects on it.” (C7, 13)
“As the surface area is decreasing, pressure increases, so more pressure affects on the small
fish.” (C8)
“All of them are in the same fluid. The pressure affects all of them equally.” (C10)
“I think that fluid exerted much more buoyancy to the boat, so the boat could have ascended
to the top of sea.” (C11, 15, 18)
“The monkey boat is swimming in water. So, pressure being exerted is more than other
fishes.” (C13, 14, 18, 23)
“The water buoyancy is equal.” (C17)
CT: Category, CC-RIAC: Correct Choice- Reason Including Alternative Conception, IC-RIAC: Incorrect Choice- Reason Including Alternative Conception,

Table 12. The percentages of students’ misconceptions in the second question in pretest, posttest and
delayed posttest
Pretest Posttest Delayed posttest
STUDENTS’ ANSWERS
CT EG CG EG EG CG EG
% % % % % %
“Because the dimensions of the container are the same, pressure does not matter.” (E9) - 4 - 4 4 -
CC-RIAC

“Fluid pressure affecting on fishes is the same because the weights of fishes and the deepness
of water are the same.” (C22)
“The amount of fluid is the same on both sides.” (C8)
“Since the first side of aquarium is larger, pressure is bigger in there.” (E1, 4, 6, 22) 32 48 12 16 - 17
“Since the second side of aquarium is narrower, more pressure affects on fish in there. This
case can be explained by the shape of the container.” (E8)
“Fluid pressures are equal because the width of both sides of the aquarium is the same.” (E9)
“There is more water in the first side of the aquarium.” (E3, 19)
“The amount of water and the exact places of the fishes in the aquarium are not known.” (E23)
“Much more pressure affects on the first side of the aquarium because buoyancy of water is
bigger in there and there is more water.” (E12)
“Nothing can be said because aquariums are different.” (C1, 5)
“Since the place fish is standing in the first side is bigger, more pressure is exerted on there.”
IC-RIAC

(C15, 19)
“Gap on the first side of the aquarium is wider.” (C21)
“The width of the second side of aquarium is narrower than the first side.” (C11, 12).
“There is more water in the first side of the aquarium, and so much more pressure is exerted
on fish in there.” (C3, 17, 20, 21)
“Since the second side of the aquarium is narrower, fish cannot move and it is squeezed.”
(C12, K14, 17, 23)
“Information dealing with the surface areas of fishes is not given” (C14)
“In the first side of the aquarium fluid pressure is more. Because the tip of the first side of
aquarium is edged, this side of aquarium exerts more pressure.” (C20)
“The floor of the first side of aquarium is smaller than the second side, so more pressure is
exerted on fish in there.” (C12)
CT: Category, CC-RIAC: Correct Choice- Reason Including Alternative Conception, IC-RIAC: Incorrect Choice- Reason Including Alternative Conception,

4. Discussion and conclusion

When the EG and CG students’ pretest grades are compared before the intervention, it is seen that there is no
significant difference between the EG and CG students’ backgrounds (U=181.500, p> .01; see Table 6). This
case indicates that the EG and CG students have similar previous knowledge. In addition, it is understood from
students’ mean scores of the pretest that students have some previous knowledge about fluid pressure. It can be
interpreted as students come to the class or any instruction environments with true or false knowledge that may
have been acquired from their social environments [54-56].
 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414 2409
Table 11. The percentages of students’ misconceptions in the third question in pretest, posttest and
delayed posttest
Pretest Posttest Delayed posttest
STUDENTS’ ANSWERS
CT EG CG EG EG CG EG
% % % % % %
“If we compare their weights, it is M> L> K.” (E6, 8) 8 9 4 4 - -
“M exerts more buoyancy.” (E6)
CC-RIAC

“If we arrange them according to their weights, the fluid being in the lowest position exerts more
pressure.” (C2)
“Because of heaviness, mercury sank. So, the pressure of mercury is more.” (C8)
“Since mercury is the densest, it exerts the maximum buoyancy, after that, water and oil respectively.”
(C14)
“If we arrange them according to their weights, it happens in this way.” (C2) - - - - - 4
RIAC
IC-

CT: Category, CC-RIAC: Correct Choice- Reason Including Alternative Conception, IC-RIAC: Incorrect Choice- Reason Including Alternative Conception,

In Table 7, the picture emerged from the EG and CG students’ posttest results (U=139.000, p < 0.01) shows
that there is a significant difference in favor of the EG in the mean scores. These cases demonstrate that the
instructional material applied in the EG is effective at improving students’ success. When the EG and CG
students’ delayed posttest results are examined (U = 118.500, p < 0.01) in Table 8, it is seen that there is a
significant difference in favor of the EG in the mean scores. This situation can be explained that the instructional
material based on the 5E Instructional Model enriched with various teaching learning and techniques is effective
at the differentiation of the students’ conceptual frameworks and providing permanent learning. There are similar
findings dealing with using various teaching learning and techniques within the enriched the 5E Instructional
Model in promoting conceptual change effectively [12, 57]. In [58]’s study, it is determined that using CCT,
game and drama activities within the 5E Instructional Model in the elementary fifth grade level is effective in
providing students’ conceptual change in the topic of classification of living things. Recently, researches about
different topics have encouraged using different teaching method and techniques together [17, 30, 45, 59, 74].
However, the conceptual change studies related to “fluid pressure” concept in the elementary 8th grade in which
CCT, computer animation, POE and worksheet are used together have not been existed in the literature. In this
respect, this study has much contribution to science education literature with respect to the results. According to
the pretest and posttest results of the EG and CG obtained from wilcoxon signed ranks analysis, there is a
significant difference in favor of both groups’ posttest points (see Table 9 and 10). This case supports that the 5E
Instructional Model is effective at improving students’ achievement [11, 12, 60, 61] in both groups.
When the EG and CG students’ qualitative answers are examined in detail, (Tables 11-13) it is remarkable
that most of the misconceptions are based on confusion of fluid pressure and buoyancy concepts in the pretest.
However, the EG and CG students believe that the same fluid pressure is exerted on the objects in the same fluid.
Besides, students focus on the physical properties of the objects. Students explained this case with “heavy
objects have more pressure than light ones, water squeezes the objects with small surface area more, and so
more pressure is exerted on the small fish because its volume is small”. Students may construct this
misconception intuitively and this case is also supported by researches (Havu-Nuutinen). Also, students may
have misconceptions before teaching as a result of lack of their prior knowledge and it leads misconceptions to
occur [20, 22, 32, 62, 63].
It is considerable that another misconception related to fluid pressure may emerge with the students whom try
to connect fluid pressure and the surface area as in the fluid pressure and solid pressure. However, it is seen that
the EG and CG students have some misconceptions in the pretest, but they are not removed completely in the
posttest and delayed posttest. Because some misconceptions are resistant to change, students may have not
assimilated new presented information in their minds. Furthermore, if students construct each concept
meaningfully in their minds, they will not confuse the concepts. According to [19], unless a concept is
assimilated in students’ minds, a new concept should not be taught because it causes a failure in meaningful
learning.
When the literature about the misconceptions in fluid pressure is considered, it is seen that the misconceptions
are related to “the shape of the container”, “the amount of fluid”, “the properties of the objects or livings’ place
in the fluid” [19, 21-23]. Similarly, the same misconceptions are found in this study. The CCT which are
supported by “Fluid Pressure-I, II and III” titled computer animations are used to remove these misconceptions.
In addition, the animations try to provide students to comprehend that fluid pressure is related to the depth of
fluid. [64] emphasized that if visual materials related to real events are presented in the learning environments,
then keeping the concepts in mind will be easier.
The first misconception which is resulted from relating fluid pressure with the shape of the container may be
resulted from the students thinking of the narrow or wide sides of the container squeeze the object. Maybe
2410 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414

students establish an emphaty between themselves with fish, so they try to explain pressure with squeezing.
Similarly, [21] pointed out that students stated that the inner side of the cave was narrow, so the maximum
pressure affected to the fish.
The second misconception is based on the student’s establishment of a relation between fluid pressure and the
amount of water may originate from that as the amount of fluid increases, more pressure occurs. Similarly, there
is evidence about the fluid pressure which depends on the amount of fluid in the literature [21, 22].
It is seen that most of the misconceptions are resulted from the confusion of density and weight concepts.
When the students’ expressions are examined in the third question, it is seen that although given information in
the question is taken into account, students focused on only “deepness” or “density” concepts in their
explanations, so it can be said that students cannot think as multi-faceted. Furthermore, while students focus on
density of fluids and make their explanations with density concept in third question, they ignore that fluids
transmit pressure. In this context, [22] stated that students have difficulty in explaining the causes of the events
in detail. Similarly, [65] determined that students do not establish a relationship between density and pressure,
and they are only able to answer ordinary questions about pressure.
Consequently, when the findings of this study are examined, it can be said that the EG students are more
successful than the CG students in the posttest and delayed posttest. In addition, while the EG students could
remove their misconceptions, the CG students could not. This case can be interpreted as teaching material
applied in the EG is more effective than teaching material applied in the CG in removing misconceptions and
teaching fluid pressure. It is known that although using different teaching methods and techniques together is
effective, each one of them may not be so effectively seperated. Thus, some methods or techniques can cover the
other methods’ or techniques’ missings and make teaching enriched and more effective [9, 12, 33, 34, 49, 66-
70]. In a similar manner, in the literature using the different teaching method and techniques together is
suggested [12, 45, 59, 64, 71-80] because it is effective in promoting conceptual change [32, 34, 38, 58] and
providing permanent learning [49, 69, 70]. Consequently, it is clearly seen that using different teaching methods
and techniques together within the 5E Instructional Model is very effective. In this respect, it can be said that
teaching materials referring individual differences as many as possible are very important for science education.

5. Suggestion

The combination of the methods and techniques mentioned above were used in the study and it was
successful in improving students’ understanding of the concepts underlined. Therefore, we believe that the
outcomes of this study are different from the others and useful for future researches. On the other hand, some
alternative conceptions are still encountered after the intervention. This indicates that it is not so easy to alter
some students’ alternative conceptions with scientific ones, completely. Because each student learns and
understands in several ways, different teaching methods and techniques should be used in science teaching to
address many students having different learning styles and perceptions. Science instruction also needs to be
integrated in other contemporary teaching methods to be more effective in enhancing students’ learning of
science concepts. In conclusion, it is suggested that combining the methods and techniques of the computer
supported CCT, computer animations, POE, worksheet and hands-on activities may be a useful way for teaching
fluid pressure. Additionally, teachers may use this or another combination of methods and techniques when
teaching different science concepts. Undoubtedly, researchers may also improve our approach by integrating
new teaching methods into this cooperation.

Acknowledgement

This study was supported by the Research Fund of Karadeniz Technical University, Project Number:
2007.116.04.2. We want to thank Ass. Prof. Dr. Hakan Sevki Ayvaci for his contribution to developing teaching
materials, Research Assistant Muhammet Berigel for contribution to developing computer animations and
Research Assistant Neslihan Ultay for language polishing.

Appendix A.1. Worksheet Examples

FLUID PRESSURE

In boiling water, the bubbles become

larger while they are closing to the
surface. What can be the reason of this

Please perform Activity 11 in order to explain Kaan’s question scientifically.

 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414 2411
Activity 11: Fluid Pressure
Materials: 30- 40 cm hose, funnel, water, elastic balloon, bucket.
How can we do?
1. Please attach the funnel to the one side of the hose, and the balloon to the other side of the hose. Also, fix the balloon as
tightened to the wide side of the funnel.
2. What do you expect to happen when you immerse the funnel into the bucket (the wide side of the funnel will be in
water)? Please write your predictions.
……………...…………………...……………………………………………………………………………………………
Please immerse the funnel into the bucket and observe carefully what happened in the experimental setup, then write your
observations.
.………………………..………………..........………………………………………………………………………………
4. Please watch “Let’s inflate the balloon without blowing” titled animation to understand the event you observed.
5. Please draw a conclusion by comparing your observations and predictions.
.……………………………………………………...………………………………………………………………………
6. Please observe the changes in the balloon when immersing the funnel into the holes of the balloon. Please write your
observations.
…………………………………………………………………………………………………..……………………………
Please explain why the bubbles become larger while they are closing to the surface in boiling water by considering the
experiment results.
…………………………………………………………………………………………………..

Appendix A.2. Worksheet Examples I wonder, can a mouse

The Place of Fluid Pressure in Daily Life lift a cow?

Please follow the instructions to reply Mertcan’s question.

Activity 13: Fluids Transmit Pressure
Materials: Water, balloon, pin.
How can we do?
1. Please perform the following experiment by using water, balloon and pin.
2. Please pay attention to that teacher fills the balloon with water and he/she pierces the balloon in different points. When
he/she squeezes the balloon, water gushes out of the holes.
3. Taking your observations into account, please determine the factor being effective at water’s gushing out of all holes on
the balloon.
…………………………………………………………………………………………………...………………………………P
lease watch “Hydraulic brake system” titled animation and explain the working principle of Hydraulic brake system by
considering the experiment.
……………………………………………………………………………………………………………………………………
I wonder, can a mouse lift a cow? Please explain by the experiment.
……………………………………………………………………………………………………………………………………
Appendix B. Two-tier Questions
Question 1:
In the next picture, a monkey has gone to sea to catch fish. Which of the following statements
can be said about the fluid pressure that sea has applied to monkeys’ boat, big fish, small fish
and fish feed?
a) The fluid pressure affects all equal.
b) The fluid pressure affects the big fish and fish feed equal.
c) The fluid pressure acting on monkey’s boat is the largest one.
d) The fluid pressure acting on the small fish is the largest one.*

Because:…………………………………………………………………………………………………………………………

Question 2: There are two fish at the same depth in different places in the aquarium in the next figure. Which of the
statements said about the effect of fluid pressure on fish is true? (Fluid in both sides of the aquarium is equal)

a) Fluid pressure effecting on fish in both sides are equal.*

b) Fluid pressure affects more on the fish in I. side.
c) Fluid pressure affects more on the fish in II. side.
 2412 H. Ipek Akbulut et al. / EEST Part B: Social and Educational Studies 4 (2012) 2403-2414

d) Nothing can be said about the fluid pressure effecting on fish.

Because:………………………………………………………………………………………......................................…………
……………………………………………………………………………………………………………………………………
Question 3: Different fluids are found at the same height in the next figure. Accordingly, which of the following is correct
sequence of the fluid pressure in points K, L and M such as PK, PL and PM (d water=1gr/cm3; d mercury=13,6 gr/cm3; d oil=0,8
gr/cm3 )

a) PK= PL= PM
b) PL> PM> PK
c) PK> PL> PM
d) PM> PL> PK*

Because:…………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

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