Akademik Veri Yönetim Sistemi
Research in Science and Technological Education, 2026 (SSCI, Scopus)
Background: Integrating digital tools in science education is essential for enhancing engagement and conceptual understanding of abstract biological processes. While the 5E model provides a strong inquiry framework, augmenting its phases with Web 2.0 tools facilitates interaction and the visualization of complex systems. This study aimed to investigate the effect of the Web 2.0 supported 5E model on students’ learning of the ‘Human Circulatory System’. Additionally, semi-structured interviews were conducted to evaluate the perceived usefulness of the method. Method: The research employed an explanatory sequential mixed-methods design. In the quantitative phase, a quasi-experimental approach with a pre-test/post-test control group was used over a four-week intervention period (4 h per week). The experimental group received 5E-based instruction integrated with Web 2.0 tools, while the control group followed the standard 5E model. In the qualitative phase, semi-structured interviews were conducted to gather in-depth data on students’ learning experiences. Sample: The study was conducted with 43 sixth-grade. The participants were divided into two groups: an experimental group (n = 21) and a control group (n = 22). Findings: The findings indicated that the experimental group achieved statistically significant higher scores in the achievement test compared to the control group. Furthermore, interview results indicated that students found Web 2.0 tools entertaining, noting that they helped concretize the subject matter and facilitate learning. Students specifically highlighted their enjoyment of creating posters with Canva and engaging with augmented reality via Quiver. Conclusion: The integration of Web 2.0 tools into the 5E model significantly enhances students’ academic performance and engagement in science education. These findings suggest that technology-enriched inquiry models are more effective than traditional 5E applications in teaching abstract biological systems.