The long-term effects of introducing the 5E model of instruction on students’ conceptual learning

Abstract

The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students' conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. Two questionnaires measuring the prevalence of alternative conceptions about the kinetic-molecular theory were performed over a five-year interval (pre-test in 2014 and post-test in 2019). 725 students participated, 371 in pre-test and 354 in post-test. In schools where the 5E model was introduced, statistically significant differences were observed in the percentage of correct answers between the pre-and post-test in both grades (p = 0.003 and 0.0028, respectively), with Cohen's d = 0.427 and 0.439, respectively, indicating a relevant effect size, while in control schools no statistically significant differences were reported in either grade. These results provide strong evidence regarding the long-term sustainability of interventions aiming to change teachers' practices in favor of active learning methods such as the 5E model and their positive effects on students' conceptual learning.

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

“…Studies in the branch of chemistry and chemistry education at the higher education level include: longitudinal improvement of writing skills and practice of understanding science in epistemic chemistry learning (Chen, Aguirre‐Mendez, & Terada, 2020); studies on several ways chemistry students become experts (Lenzer et al., 2020); the role of metacognitive awareness in chemistry teacher candidates' (Adadan, 2020); investigation of graduate chemistry teacher assistantships and teacher identity (Zotos et al., 2020); mapping of undergraduate chemistry students' epistemic ideas about models and modelling (Lazenby et al., 2020); reducing prior knowledge attainment gaps using technology‐assisted guided learning (Lou & Jaeggi, 2020); online task categorisation to investigate changes in students' interpretations of organic chemical reactions (Lapierre & Flynn, 2020); the role of argumentation‐based laboratories (Uzuntiryaki‐kondakci et al., 2021); the best early course metrics for identifying at‐risk students (Vyas et al., 2021); long‐term effects of introducing a 5E model (Grau et al., 2021); and the conceptual profile of covalent bonds as a complex concept (Baltieri et al., 2021).…”

Research hotspots and development trends of international learning cycle model:Bibliometric analysis based on CiteSpace

“…There is a broad consensus among educational researchers that to facilitate conceptual change; individuals should not be seen as passive recipients of information in the teaching and learning process but rather as active learners who construct their knowledge. In other words, for a conceptual change to occur, students need to engage in active learning [ 54 ]. In science education, LCM has been shown to help teachers transform traditional teaching methods into more active educational methods.…”

Policy responses to false and misleading digital content

“…At age 6 they are advised to limit exposure. At age 9 the advice is to not allow screens or televisions in bedrooms (French Ministry of Health, 2018 [97]).…”