The purpose of this study is to examine the effects of using Web 2.0 tools in accordance with the 5E learning model on the academic success and views of students in teaching the Pressure unit to eighth-grade students in distance education. A total of 41 students, 21 of whom are in the experiment group and 20 of them are in the control group, studying in the eighth grade in a state secondary school in Sakarya, Turkey were included. The activities created with Web 2.0 tools in accordance with the 5E learning model were applied to the experimental group, and the activities in the science lesson curriculum were applied to the control group through distance education. Explanatory sequential mixed method design was used. The quantitative data of the research were collected by the Pressure Unit Achievement Test. The achievement test was applied to the both groups before and after the process. Qualitative data were collected with a structured interview form with all of the students in the experimental group at the end of the process. The quantitative data were analyzed with t-test and analysis of covariance (ANCOVA). Descriptive analysis was used for qualitative data. Based on the results, it was determined that the academic achievement of the experimental group students increased by showing a significant difference compared to the control group students. It was seen that the experimental group students' opinions about the activities created with web 2.0 tools are generally positive. In line with the results obtained as a result of the study, it is recommended that Web 2.0 tools are frequently used by teachers in the science course, and at the same time, researchers are recommended to study the effects of other learning models on success or other variables in different subjects and grade levels. [This paper was presented as an oral presentation at 3rd International Eurasian Educational Research Congress (EJER 2021) held in Aksaray (Turkey) on July 7-10, 2021.]