Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws

Abstract

The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers' conceptual understanding and science process skills for "gases and gas laws". The sample of the study consisted 49 pre-service science teachers enrolled for the "Science Laboratory Practices-I" course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre-and post-test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experiments). A control group was also taught through existing instruction (e.g., experiments, lecture and question-answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (η 2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in overcoming the pre-service science teachers' alternative conceptions of "gases and gas laws", as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues

“…Since most of the dependent variables covered transferable and transformable skills (e.g., critical thinking, environmental literacy, decision making, argumentation, and chemical literacy), the research papers seem to have paid more attention to the demands of the 21 st century skills. Meanwhile, although they concentrated on cognitive and affective learning domains (e.g., conceptual understanding, environmental/chemical literacy, attitude, perception, motivation, self-efficacy, and scientific habits of mind) as dependent variables, they have not focused on psychomotor skills that enables students to comprehend the nature and philosophy of science/chemistry (e.g., Irwanto et al, 2019;Karsli Baydere et al, 2020). Interestingly, only one each paper explicitly focused on chemical literacy (Cigdemoglu & Geban, 2015) and scientific literacy (Vogelzan et al, 2020) as a dependent variable.…”

What Do We Know about Teachers’ Knowledge? Assessing Primary Science Teachers’ Content Knowledge in the Jewish and Arab Sectors

“…Yet while most gases are invisible, people often mistakenly assume that they are weightless. Understanding the microscopic structure relating to atoms and molecules and its relationship to macroscopic properties requires a high degree of abstraction (Demircioglu & Yadigaroglu, 2014;Gabel et al, 1987;Karsli et al, 2020;Pabuccu & Erduran, 2016;Rice, 2005;Tatar, 2011;Yalçınkaya & Boz, 2015). Therefore, it is a source of inadequate knowledge as can be seen from this example as well as other items in our CKT.…”

“…Studies have shown that misconceptions about the state of matter exist at all levels of learners. Thus, even in the third year of college study and after a few courses in the sciences, pre-service STs still hold misconceptions about the state of matter (Ayas et al, 2010;Karsli, Ayas & Çalik. 2020;Özmen & Naseriazar, 2018).…”

Akıllı Biçimlendirici Değerlendirme Sisteminin Akademik Başarı ve Ders Sürecine Etkisi

“…Akıllı biçimlendirici değerlendirme sistemi öğretmenlere öğrencilerin dikkatini çekme, derse aktif katılımını sağlayamaya, öğrenme stil ve zekâ yapılarına uygun materyal ve yöntem seçmelerine yardımcı olmak amacıyla hazırlanmıştır. Öğretmenler her ne kadar mükemmel öğretici olsalar bile bütün öğrenciler aynı şekilde öğrenememekte olduğu düşüncesi dikkate alındığında (Bayrak, Çalık & Doğan, 2019;Bodner, 1990;Karslı & Ayas, 2013;Karsli Baydere, Ayas & Çalik, 2019), akıllı biçimlendirici değerlendirme sisteminin bireysel farklıklara, öğrenme stil ve zeka yapılarına göre materyal, yöntem veya öneride bulunmasının öğrencilerin kendi bilgilerini yapılandırmalarında aktif rol almalarını sağladığı ve öğrenmeyi kolaylaştırdığı söylenebilir. Nitekim uygulama öğretmenlerinin sistemi kullanmaya başladıktan sonra öğrenci alternatif kavramlarını daha çok dikkate almaları ve daha çok bireysel öğretim yöntemlerine yönelmeleri de bu durumun bir göstergesi olarak görülebilir.…”