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In this study, it was aimed to determine the effects of the learning process based on the 5E Model Supported by Real Life Based Context in the Unit of Force and Energy in the course of Science on the conceptual understanding levels of the students at the seventh grade which are measured various techniques. The research was designed with quasi-experimental design with pre-test post-test control group and the lessons were taught in the experimental groups through lesson plans developed according to 5E Model Supported by Life Based Contexts while, in the control groups, the lessons were conducted through methods based on transmitting or presenting information. The study group of the research consists of 80 students who study at the level of the seventh grade. The conceptual understanding levels of the students were measured through the Life-Based Concept Test and Concept Maps. The data of the research was analyzed via Manova method. The students in the experimental group were seen to have higher average statistically significant scores in both Life-Based Concept Test and Force and Energy Concept Maps when compared to the students in the control group. In the research, it was observed through tests in various formats that the teaching process which are conducted based on real life contexts through integrating the Life Based Approach into 5E Model was effective on the development of conceptual understanding levels of the students in the unit of Force and Energy.

THE EFFECTS OF 5E MODEL SUPPORTED BY LIFE BASED CONTEXTS ON THE CONCEPTUAL UNDERSTANDING LEVELS MEASURED THROUGH DIFFERENT TECHNIQUES