THE The Effectiveness of a Professional Development Program on the use of STEM-based 5E Inquiry Learning Model for Science Teachers in China

Abstract

This study aimed to determine the effectiveness of a professional development program on the use of a STEM-based 5E Inquiry Learning Model in enhancing the learning of STEM-based Inquiry Learning Model among 78 in-and pre-service science teachers. The topic electric circuit was used as the context of the study. Given the aim and the exploratory nature of this study, a triangulation mixed-methods design was employed: One-group pretest-posttest design which involved a single group that was pre-tested, exposed to the STEM-based 5E Inquiry Learning Model, and post-tested. This was triangulated by the qualitative responses from the participants' reflections. The analysis of the quantitative dataset using the paired samples t-test indicated that the post-test mean score was statistically significantly higher than the pre-test mean score and that the effect size obtained was educationally significant. Further analyses by gender and participants' teacher status, indicated a non-significant difference, giving credence that this result was truly the outcome of the intervention (treatment) effect instead of any disguised effect. The analysis of qualitative data through a recursive process resulted in the crystallization of three overarching key themes: Enhanced knowledge on the content used, empowered pedagogical skills on STEM-based Inquiry Learning, and heightened classroom management skill on promoting collaboration in the classroom.

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

“…On the in-service professional development workshops on inquiry-based learning, science teachers should be familiarised with research-validated models on inquiry learning, such as the 5E Inquiry Learning Model (Ong et al, 2020). The familiarisation sessions should be simulatively hands-on, instead of lecture-based.…”

“…The familiarisation sessions should be simulatively hands-on, instead of lecture-based. Simulative in the sense that when introducing a particular teaching model, the phases in that model are thoughtfully carried out or "simulated" whereby the facilitator (or trainer) acts as a teacher while the participants act as students, and a suitable science concept is used as the context in the simulation (Ong et al, 2020). The teachers, who had simulated through the phases in the model, will make sense and comprehend because they have personally experience the learning using the particular teaching model.…”

“…Additionally, Alcácer & Cruz-Machado (2019) maintain that the need for these science and technology-based talents are meant to meet the demand of a digitalization era, while Vijaindren (2018) contends a crucial need for these talents capable of dealing with the demands of the Industrial Revolution 4.0 (IR 4.0). Despite the introduction and the implementation of the 60:40 policy, the science and technology-based upper secondary students' enrolment for the Year 2018 indicates that only 41.17% of the overall 361,980 students were enrolled in science, vocational and technical subjects (Ong, Luo, Yuan, & Yingprayoon, 2020). This attained percentage still falls short of the aspired and targeted 60%.…”

A suggested program based on 7E Instructional Model and AWE Systems to Develop Faculty of Education ESP Students' Academic Writing Skills

“…The study results provided relevant insights into how science instructors used various language strategies along with visual representations to develop complex understanding of science topics. Ong et al, (2020) aimed to determine the effectiveness of a professional development program using a STEMbased 5E Inquiry Learning Model in developing learning of STEM-based inquiry learning model among science teachers. The participants of the study were 78 pre-service science teachers.…”

Stem Approaches In Teaching Students To Design Electronic Learning Resources

“…Habig and Gupta (2021) conducted STEM research, research practices, and interest development as part of an informal science education program. Ong et al (2020) investigate the effectiveness of using the STEM-based 5E learning model in improving learning. Analysis of the data shows an increase of knowledge enhanced pedagogical skills in STEM-based exploratory learning and improved classroom leadership skills to promote collaboration in the classroom (Ong et al, 2020).…”