Preservice Science Teachers’ Practices of Critiquing and Revising 5E Lesson Plans

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

“…Even though various learning models of constructivism have been launched, e.g., 3Es (explore-explain-elaborate, called learning cycle), 4Es (engage-explore-explain-evaluate), 5Es and 7Es (excite-explore-explain-expand-extend-exchange-examine), 38 the most recent versions of the Turkish science curricula have especially suggested the 5Es learning model. 20,33 Since each "E" represents a particular part of the learning process and calls for varied conceptual change methods/techniques (i.e., computer animation, worksheet, analogy and experiment), the 5Es learning model purposes to actively assist students in linking their prior knowledge with new concepts. Due to the aforementioned issues, 20,29,33 the Turkish science teacher education programs have paid more attention to the 5Es learning model.…”

“…20,33 Since each "E" represents a particular part of the learning process and calls for varied conceptual change methods/techniques (i.e., computer animation, worksheet, analogy and experiment), the 5Es learning model purposes to actively assist students in linking their prior knowledge with new concepts. Due to the aforementioned issues, 20,29,33 the Turkish science teacher education programs have paid more attention to the 5Es learning model. Therefore, pre-service experiences of teachers (e.g., 5Es learning model, SPS and content knowledge) should be enhanced within teacher preparation programs since qualified teachers are only able to choose and use proper pedagogical approaches in their classrooms.…”

“…In summary, the current study integrated content knowledge and SPS within the 5Es learning model to facilitate conceptual, procedural and multidimensional functional levels of scientific literacy. 34 The 5Es learning model guides teaching and learning processes in science classes 21,33,34 by stimulating the pre-service science teachers' learning capacities of the subject of "gases and gas laws" drawn from the regular general chemistry curriculum in the science teacher preparation program. Even though some studies investigated the effect(s) of the 5Es learning model with varied conceptual change on the pre-service science teachers' understanding of other science subjects (e.g., electrochemistry), 20 none of the earlier studies tested how the 5Es learning model facilitates the pre-service science teachers' understanding of the subject of "gas and gas laws" and SPS.…”

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

“…To implementing the exploration step ◊ Missing interaction and discussion (Demirbas & Pektas, 2015;Iscan et al, 2015) A: The pre-service teachers did not provide enough opportunities for their students to make comparisons, interact with others, discuss their ideas after conflicting situations (Iscan et al, 2015, p. 323). To implementing the explanation step ◊ Teacher-centered (Enugu & Hokayem, 2017;Namdar & Kucuk, 2018;Yildiz & Kocak Usluel, 2016) ◊ Address misconception (Iscan et al, 2015;Metin & Ozmen, 2009) A: Rather than discussing the results of the experiments as mentioned in their lesson plan, they skipped the discussion part and read out definitions directly from the slides (Enugu & Hokayem, 2017, p. 184).…”

“…During the engagement phase of the 5E instructional model, pre-service teachers were challenged to find appropriate activities that would determine what students know or think about the topic (Demirbas & Pektas, 2015;Iscan et al, 2015;Metin & Ozmen, 2009;Namdar & Kucuk, 2018;Yildiz & Kocak Usluel, 2016).…”