Incorporating research literature and chemistry textbooks in 5E instructional model to reveal ambiguous oxidation state formalism of CuS for pre-service science teachers

Abstract

This paper implements the 5E instructional model to reveal authentic concepts in chemistry, in particular the ambiguous oxidation state formalism of copper sulfide (CuS) for pre-service science teachers (PSTs). We discuss the process and outcomes of learning phases of the 5E (engage, explore, explain, elaborate, and evaluate) for authentic chemistry learning. The puzzle activity of engage phase demonstrate PSTs prior-knowledge, understanding, problem-solving skills in the fundamental concepts of chemistry. However, we observed misconceptions in chemistry concepts, in particular the oxidation state formalism of CuS. Next, the explore phase describe how the scientific evidence from research literature give insight into whether the PSTs conceptions are in accordance with research evidence. The research evidence from collaborative literature review revealed the uncertainty in the oxidation state formalism of CuS. In the explain phase, we explained the complex electronic structure of CuS. In the fourth phase, the elaborate phase, we involve the PSTs in the book review to elaborate and analyze the uncertain concept. The results of the book review provide insight into the coverage of oxidation state formalism of CuS in nine chemistry textbooks. Finally, in evaluate phase, the results of questionnaire describe the PSTs perspectives and experiences in the student-centered chemistry learning.

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“…Based on from classical research on the social and cognitive bases of human learning, the 5E framework was originally used for lessons in elementary and high school biology. It encompasses the Engage, Explore, Explain, Elaborate, and Evaluate stages and has been extended to teach nonscience domains, , preservice teacher training − and even early childhood education . Refer to Table for the 5E design elements.…”