Learning cycle method has been used by many science educators for over half a century.  The original version of the learning cycle includes three phases, namely, preliminary exploration, invention and discovery (Karplus & Thier, 1969).  Later, the names of these phases have been altered and three phase learning cycle has been expanded into 4E, 5E, 6E and 7E models by adding more phases.  A popular version of the learning cycle is the 5E instructional model and it consists of the phases: engagement, exploration, explanation, elaboration, and evaluation (Bybee, et al., 2004). 5E instructional model provides guidance for curriculum developers and helps the classroom teachers improve instructional effectiveness by presenting a systematic approach. In the engagement phase, the students are engaged in learning task by asking a question, defining a problem, or showing a discrepant event. In the exploration phase, concrete and hands-on activities are used to make students explore objects, events, or situations. In the explanation phase, students are asked to make explanations based on the data obtained from the engagement and exploration activities. In the elaboration phase, students share their understanding of the subject through their engagement in group discussions and cooperative learning situations. In the evaluation phase, students evaluate themselves through formal and informal assessment.

Gases is one of the most difficult chemistry topics owing to its abstract character (Garnett, Garnett, & Hackling, 1995). Previous studies revealed students’ difficulties in learning gases concepts, and accordingly focused on addressing and remediation of misconceptions related to this topic (e.g., Azizoglu, 2004; Sanger & Phelps, 2007). The sample of the current study was generally low achievers in chemistry. The mean of college students’ midterm general chemistry scores was 44.74 out of 100 with standard deviation of 16.29. In addition, the instructor of the general chemistry course, the second author of the present paper, was struggling with the problem of students’ unwillingness to learn chemistry. There was a need of improving college students’ chemistry understanding and attitudes toward chemistry. Chemistry activities that are fun and personally fulfilling have the potential of leading positive attitudes toward chemistry and conceptual understanding (Koballa & Glynn, 2004). Several studies demonstrated the power of using the 5E learning cycle method in improving students’ understanding of chemistry conceptions and attitudes toward chemistry (e.g., Sasmaz Oren & Tezcan, 2009; Turgut & Gurbuz, 2011). Therefore, the present study aimed to investigate the effect of 5E learning cycle method on college students’ understanding of gases concepts in a public university.

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