Can Students’ Misconceptions regarding Decimal Notation be Eliminated with the 5E Model Enriched with Digital Concept Cartoons?

Abstract

This study eliminates students’ misconceptions about decimal notation with the teaching method implemented according to the 5E model enriched with Digital Concept Cartoons (DCCs). The study was conducted with eight sixth grade students. In this study conducted using the action research method, lesson plans were designed based on the 5E model enriched with DCCs to eliminate misconceptions. The data were collected from Misconception Identification Forms 1 and 2, observation notes, and interviews conducted during the implementation process. Qualitative data analysis techniques were employed to analyze the data. Consequently, it was revealed that most students’ misconceptions about decimal notation decreased with the application of the 5E model enriched with DCCs. After the implementation, it was observed that most of the students’ misconceptions about sorting, place value, addition–subtraction, marking the numbers on the number line, and rounding in decimal notation were largely eliminated. In contrast, it was observed that students’ misconceptions regarding the multiplication/division operations and problems in decimal notation did not decrease.