Effects of 5Es learning model on pre-service science teachers’ conceptual understanding and science process skills: A case of gases and gas laws

Fethiye Karsli Baydere, Alipasa Ayas, Muammer Cali̇k

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 of a total of 49 pre-service science teachers enrolled a ‘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.


Keywords


chemistry education; conceptual change; science process skills

Full Text:

PDF (1,656 kB)

References


M. G. Séré, Eur. J. Sci. Educ. 8 (1986) 413 (https://doi.org/10.1080/0140528860080408)

R. Stavy, Int. J. Sci. Educ. 10 (1988) 553 (https://doi.org/10.1080/0950069880100508)

J. L., Chiu, C. J. DeJaegher, J. Chao, Comput. Educ. 85 (2015) 59 (https://doi.org/10.1016/j.compedu.2015.02.007)

B. Coştu, J. Sci. Educ. Tech. 16 (2007) 379 (https://doi.org/10.1007/s10956-007-9069-z)

H. Lin, H. Cheng, F. Lawrenz, J. Chem. Educ. 77 (2000) 235 (http://dx.doi.org/10.1021/ed077p235)

M. B. Nakhleh, R. C. Mitchell, J. Chem. Educ. 70 (1993) 190 (http://dx.doi.org/10.1021/ed070p190)

E. Yalçınkaya, Y. Boz, Chem. Educ. Res. Prac. 16 (2005) 104 (http://dx.doi.org/10.1039/c4rp00156g)

N. Azizoğlu, Ö. Geban, Balıkesir Uni. Sci. Inst. J. 6 (2004) 73

A. Gürses, Ç. Doğar, M. Yalçın, N. Canpolat, The Effects of Conceptual Change Approach on Students’ Gas Conceptions, in Proceeding of the Fifth National Science and Mathematics Education Congress, Ankara, Turkey, 2002

C. Nakiboğlu, R. Özkılıç Arık, Yeditepe Uni. J. Educ. 1 (2006) 1

C. H. Kautz, P. R. L. Heron, M. E. Loverude, L. C. McDermott, Am. J. Phys. 73 (2005) 1055 (https://doi.org/10.1119/1.2049286)

P. S. Çetin, E. Kaya, Ö. Geban, J. Sci. Educ. Tech. 18 (2009) 130 (https://doi.org/10.1007/s10956-008-9138-y)

E. Şenocak, Y. Taşkesenligil, M. Sözbilir, Res. Sci. Educ. 37 (2007) 279 (https://doi.org/10.1007/s11165-006-9026-5)

L. I. Robins, G. Villagomez, D. Dockter, E. Christopher, C. Ortiz, C. Passmore, M. H. Smith, Sci. Teach. 76 (2009) 35

S. Abdullah, A. Shariff, Eurasia J. Math. Sci. Tech. Educ. 4 (2008) 387 (https://doi.org/10.12973/ejmste/75365)

X. Liu, J. Sci. Educ. Tech. 15 (2006) 89 (https://doi.org/10.1007/s10956-006-0359-7)

M. Aydeniz, A. Pabuccu, P. S. Cetin, E. Kaya, Int. J. Sci. Math. Educ. 10 (2012) 1303 (https://doi.org/10.1007/s10763-012-9336-1)

J. Chao, J. L. Chiu, C. J. DeJaegher, E. A. Pan, J. Sci. Educ. Tech. 25 (2016) 16 (https://doi.org/10.1007/s10956-015-9574-4)

A. Pabuccu, S. Erduran, Chem. Educ. Res. Prac. 17 (2016) 523 (http://dx.doi.org/10.1039/C6RP00011H)

F. Karslı, M. Çalık, Asian J. Chem. 23 (2012) 485

S. E. Nas, M. Calik, S. Cepni, Ener. Educ. Sci. Tech.-B, 4 (2012) 177

C. C. Dawson, The Effect of Explicit Instruction in Science Process Skills on Conceptual Change: The Case of Photosynthesis, PhD.Dissertation, University of Northern Colorada, Colorada, 1999

K. E. Colley, Sci. Act. 43 (2006) 26 (https://doi.org/10.3200/SATS.43.1.26-33)

P. Rillero, Sci. Act. 35 (1998) 3 (https://doi.org/10.1080/00368129809600910)

L. C. Scharmann, J. Res. Sci. Teac. 26 (1989) 715 (https://doi.org/10.1002/tea.3660260807)

W. Harlen, Assess. Educ. 6 (1999) 129 (https://doi.org/10.1080/09695949993044)

C. Keil, J. Haney, J. Zoffel, Elec. J. Sci. Edu. 13 (2009) 1

F. Karslı, A. Ayas, J. Comput. Educ.Res. 1 (2013a) 1

M. Yildirim, M. Çalik, H. Özmen, Int. J. Env. Sci. Educ. 11 (2016) 6518.

S. P. Norris, L. M. Phillips, Sci. Educ. 87 (2003) 224 (https://doi.org/10.1002/sce.10066)

V. M. Chabalengula, F. Mumba, S. Mbewe, Eurasia J. Math. Sci. Tech. Educ. 8 (2012) 167 (https://doi.org/10.12973/eurasia.2012.832a)

S. Mbewe, V. M. Chabalengula, F. Mumba, Prob. Educ. 21st Century 22 (2010) 76

B. Namdar, M. Kucuk, J. Sci. Teach. Educ. 29 (2018) 468 (https://doi.org/10.1080/1046560X.2018.1469188)

R. W. Bybee, Towards an Understanding of Scientific Literacy. In Proceeding of Scientific Literacy, An International Symposium, Institut für die Pädagogik der Naturwissenschaften (IPN), Kiel, Germany, 1997, p. 37-68.

F. Karslı, A. Ayas, J. Turkish Sci. Educ. 10 (2013b) 67

B. K. Temiz, Assessing Science Process Skills in Physics Teaching. Unpublished Doctorate Thesis, University of Gazi, 2007

A. Ayas, H. Özmen, M. Çalık, Int. J. Sci. Math. Educ. 8 (2010) 165 (https://doi.org/10.1007/s10763-009-9167-x)

R. Osborne, M. C. Wittrock. Sci. Edu. 67 (1983) 4 (https://doi.org/10.1002/sce.3730670406).




DOI: https://doi.org/10.2298/JSC190329123D

Copyright (c) 2019 J. Serb. Chem. Soc.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

IMPACT FACTOR 0.828 (140 of 172 journals)
5 Year Impact Factor 0.917 (140 of 172 journals)