5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities. Keywords: 5E model, conceptual change, conceptual learning, learning cycle, prior knowledge
The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of graphs, while the third group was instructed to construct graphs independently. The groups were compared with respect to their scores in the graphing skills and achievement tests before and after the instructions. The group that received supportive intervention in construction and extraction of graphs attained the highest number of high-level graphs constructed and obtained the highest increase in the achievement test scores after the instruction. The results revealed that the use of the supportive graphical intervention in the construction and extraction of graphs improved the graphing skills and conceptual understanding of students, especially for those who experienced difficulties in dealing graphs. Keywords: Graphical interventions, construction of graph, interpretation of graph, graphing skills, conceptual understanding;
Understanding the conformity between curricular beliefs and implemented curricular goals are considered one alternative way to assess pre-service teachers' preparedness for in-service teaching. In this research, the curriculum emphases of the pre-service science teachers and views about science education curriculum were evaluated. 213 pre-service science teachers from seven Teachers Education Institutions (TEI) have participated in the study. The research design "Concurrent Triangulation Research Design" was utilized. Knowledge development in science was given the most emphasis by the pre-service science teachers, while fundamental of science was given the least emphasis. Among the inter-rater responses to the open-ended question, the results also revealed that knowledge development in science was emphasized by the highest number of pre-service teachers, while fundamental of science was emphasized by the least number of preservice teachers. The high emphasis given by the pre-service teachers on the importance of knowledge development in science as compared to fundamental science shows that the curricular beliefs of the pre-service teachers conformed to one of the curricular goals of science education, which is to develop students' scientific knowledge. One challenge emerged during the analysis is how the curricular beliefs, which are known to be progressive in learning, transpire to actual teaching practices.
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