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

Main Article Content

Fethiye Karsli Baydere
Alipaşa Ayas
https://orcid.org/0000-0002-4898-2918
Muammer Çalik

Abstract

The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers conceptual understanding and science process skills for "gases and gas laws". The sample of the study consisted 49 pre-service science teachers enrolled for the "Science Laboratory Practices-I" course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post-
-test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experi­ments). A control group was also taught through existing instruction (e.g., expe­riments, lecture and question–answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (η2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in over­coming the pre-service science teachers alternative con­cept­ions of "gases and gas laws", as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

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How to Cite
[1]
F. Karsli Baydere, A. Ayas, and M. Çalik, “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”, J. Serb. Chem. Soc., vol. 85, no. 4, pp. 559–573, Apr. 2020.
Section
History of & Education in Chemistry
Author Biographies

Fethiye Karsli Baydere, Giresun University, Faculty of Education, Department of Science Education, Giresun

Associate Professor of Science Education at Department of Science Education

Alipaşa Ayas, Bilkent University, Graduate School of Education, Ankara

Professor of Chemistry Education at Graduate School of Education

Muammer Çalik, Trabzon University, Fatih Faculty of Education, Department of Elementary Teacher Education, 61335 Trabzon

Professor of Chemistry Education at Department of Elementary Teacher Education

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