Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies

Turan, Serife

doi:10.29333/ejmste/11102

Cited by 9 publications

(11 citation statements)

References 35 publications

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“…The 5E educational model was one of the most effective teaching methods for pre-service science teachers learning. In another study by Turan (2021) using the meta-ethnographic method, which examines the systematic examination of qualitative studies addressing the difficulties faced by pre-service teachers while applying the 5E educational model, time, resources, beliefs, content, and class size were determined as the obstacles in the implementation of the 5E educational model by the pre-service teachers. Anil and Batdi (2015) reviewed the quantitative studies carried out in Turkey and published in the national and international literature over the period 2008 to 2014 about the effect of the 5E educational model on students' academic achievement, retention, and attitude scores.…”

Section: Discussionmentioning

confidence: 99%

The Scope of Science Process Skills and the 5e Educational Model in Science Education

Zorluoğlu

Önder

Timur

et al. 2022

JBSE

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Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis. Keywords: descriptive content analysis, 5E educational model, science education, science process skills

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Section: Discussionmentioning

confidence: 99%

The Scope of Science Process Skills and the 5e Educational Model in Science Education

Zorluoğlu

Önder

Timur

et al. 2022

JBSE

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“…This tripartition can be expanded into more parts to allow learners to delve deeper into the given subject matter. The 5Emodel was developed based on constructivist learning theory and cognition psychology as well as proven methods in science education (Duran and Duran, 2004) to create lessons in a student instead of teacher centered way (Turan, 2021). The model can be used within single or few hours as well as for longer units.…”

Section: The 5e-modelmentioning

confidence: 99%

“…Nevertheless, studies also showed that it is hard for teachers to find suitable activities and materials for different phases of the 5E-Model (Namdar and Kucuk, 2018). Furthermore, several studies have shown different barriers, like classroom management and time issues, that hinder teachers from implementing the 5E into their own lesson planning (Turan, 2021).…”

Section: The 5e-modelmentioning

confidence: 99%

How Might We Raise Interest in Robotics, Coding, Artificial Intelligence, STEAM and Sustainable Development in University and On-the-Job Teacher Training?

et al. 2022

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Schools are searching for strategies to foster 4C competencies (Creativity, Cooperation, Communication and Critical Thinking) in children. Scientific Reasoning, Critical Thinking, and the ability to debunk myths are already important competencies that can be fostered with science education. How can we approach the majority of seventh grade students in a given school to create innovative approaches for the future, and leverage their skills in science, art and (digital) technology along the path? And are the teachers ready to guide them on this path? This article focuses on the questions: how did the teachers adopt both the STEAM approach, and the use of digital tools while being supervised by researchers and student teachers and how did this change their beliefs about technology in education. As a pathway, we aimed to connect Robotics, Coding, Artificial Intelligence (AI) with the Sustainable Development Goals (SDGs) of the United Nations. To end poverty, protect the environment, and ensure that all people enjoy peace and prosperity by 2030, the SDGs are incorporated into national policies and school curricula. With this, citizens, teachers, and governments alike struggle with strategies on how these goals can be reached by 2030, facing the growing challenges in an ever increasingly complex and insecure world. It is clear that technology will take a dominant role in this development. Based on the STEAM paradigm and the 5E approach of the Biological Sciences Curriculum Study (BSCS), we have developed a pedagogical concept that encompasses both the technological aspects, AI and the SDGs. We tested this concept as part of an on-the-job teacher training project with 60 education science student teachers and 8 teachers in their classrooms, together with their 116 7th grade students and found out that STEAM-based projects with a sixth phase in addition to the 5E approach can be carried out promisingly with the help of digital creativity tools. We found that the 5E model with an additional sixth phase is well suited for bringing STEAM into the classroom.

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“…Duran and Duran (2004) examined the 5E learning model and its use in several career skills development science curricula. According to the results of the research on the effectiveness of the 5E model, Turan (2021) suggests several areas of research on the 5E learning model in the future. Another area of research in science and humanities teachers' different experiences in their view of the 5E learning model (Turan, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…According to the results of the research on the effectiveness of the 5E model, Turan (2021) suggests several areas of research on the 5E learning model in the future. Another area of research in science and humanities teachers' different experiences in their view of the 5E learning model (Turan, 2021). In their study, Anwari et al (2015) point out that knowledge, intelligence, experience, and practice are important components of improving metacognitive skills.…”

Section: Introductionmentioning

confidence: 99%

Stem Approaches In Teaching Students To Design Electronic Learning Resources

Баженов¹

2022

The European Proceedings of Social and Behavioural Sciences

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The present-day education system in a rapidly developing world requires educational process adjustments, the introduction of actual technologies that allow training professionals capable of creative thinking, and later to work independently, study, and apply the acquired knowledge in their work. The research aims to justify theoretically and carry out methodological analysis of later pedagogical technology introduction in the process within a higher education institution. The article deals with the theoretical study of scientific literature on the issue of research, generalization, a comparison, an observation, and a survey. The paper considers the constructivism, project-based, or real-world problembased learning approaches used. It describes the STEM (Science, Technology, Engineering, Math) learning approach, Authentic Learning, and 5E lesson planning model for teaching students to develop ecourses based on real problem solving, reviews the effectiveness of innovative technology and the influence on the quality of education. In the case of an e-course development class session, the results of the analysis show that the introduction of the STEM approach in learning contributes to the development of creative thinking, cooperation skills, teamwork, communication, critical thinking, and independent work. Thus, the application of this technology develops not only students' domain expertise, but also their soft skills.

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Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies

Cited by 9 publications

References 35 publications

The Scope of Science Process Skills and the 5e Educational Model in Science Education

The Scope of Science Process Skills and the 5e Educational Model in Science Education

How Might We Raise Interest in Robotics, Coding, Artificial Intelligence, STEAM and Sustainable Development in University and On-the-Job Teacher Training?

Stem Approaches In Teaching Students To Design Electronic Learning Resources

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