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Relevant bibliographies by topics / 5E's inquiry model

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Academic literature on the topic '5E's inquiry model'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "5E's inquiry model"

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E., N. Okotcha, N. Eze P., and Ewuotu U. "Effect of model-based inquiry instructional technique on skill acquisition of pre-service integrated science teachers in Delta State." GPH-International Journal of Educational Research 8, no. 04 (2025): 78–88. https://doi.org/10.5281/zenodo.15449792.

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This study sought to determine the effect of a model-based inquiry instructional technique on critical thinking skill acquisition of pre-service integrated science teachers. Two research questions and three hypotheses that were tested at 0.05 level of significance guided the study. Quasi- experimental design was used for the study because intact classes were used. The population of the study consisted of all the pre-service integrated science teachers in Nigeria Certificate in Education (NCE) in the only Federal College of Education and the two State Colleges of Education in Delta State number

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Jumaa, Mohammed Salih, and Najwa Yaseen Ismail. "Using of 5E Model in Teaching Reading Comprehension for Preparatory School Students." Journal of Tikrit University for Humanities 30, no. 7, 2 (2023): 51–70. http://dx.doi.org/10.25130/jtuh.30.7.2.2023.24.

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Bybee (1997) defines 5E instructional model as an approach that allows students redefine,)reorganize, elaborate, and change their initial concepts through self-reflection and interaction with their peers and their environment. The 5 E's Instructional Model Origin is one of the most practical recommended models in the application of constructivist learning theory. It is built around a structured sequence and designed as a tangible and practical way for teachers to implement the constructivist theory. In other words, the model is based on constructivism which confirms that learners build or cons

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Kulapian, Piyada, Titiworada Polyiem, and Thatchai Chittranun. "Using the 5Es Model on Inquiry-Based Learning to Develop Grade 6 Student Science Learning." Journal of Educational Issues 9, no. 1 (2023): 368. http://dx.doi.org/10.5296/jei.v9i1.20613.

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This study aimed to investigate the effect of the 5Es model on grade 6 students’ learning achievement and satisfaction with this teaching approach. The study included 37 grade 6 students from a public school in Thailand, who were selected using purposive sampling based on their educational path and learning conditions. The research instruments included a learning management plan based on the 5Es model of inquiry-based learning, a learning achievement test, and a semi-structured interview. Data analysis involved the use of mean scores, standard deviations, percentages, and paired samples t-test

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Owusu, Frank, Augustina Adu, and Dennis Offei Kwakye. "Effect of 5Es with Teaching Aids on Academic Performance of Upper Primary School Pupils in Mathematics Non-Routine Problems." International Journal of Research and Scientific Innovation 09, no. 03 (2022): 69–74. http://dx.doi.org/10.51244/ijrsi.2022.9305.

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The study aimed to determine the effect of 5Es with teaching aids on the academic performance of Junior High school students in mathematics non-routine problems. A sample of 48 students was randomly selected from Asawinso Methodist Upper primary school. Quasi-experimental non-equivalent pretest-posttest control group design research design was adopted for the study. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of the 5Es inquiry model with instructional aids on the performance of pupils i

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Manishimwe, Henriette, William Aino Shivoga, and Venuste Nsengimana. "Enhancing students' achievement in biology using inquiry-based learning in Rwanda." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 809–17. https://doi.org/10.11591/ijere.v12i2.23375.

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Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school stude

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Manishimwe, Henriette, William Aino Shivoga, and Venuste Nsengimana. "Enhancing students’ achievement in biology using inquiry-based learning in Rwanda." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 809. http://dx.doi.org/10.11591/ijere.v12i2.23375.

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<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 sec

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Almuntasheri, Saeed. "THE IMPACT OF A FORMATIVE ASSESSMENT-BASED INQUIRY MODEL ON SCIENCE STUDENT UNDERSTANDING AND EXPLANATIONS OF CHEMICAL AND PHYSICAL CHANGES." Problems of Education in the 21st Century 81, no. 6 (2023): 729–41. http://dx.doi.org/10.33225/pec/23.81.729.

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In the context of inquiry-based learning, it is widely acknowledged that fostering teachers' skills in formative assessment is vital for enhancing student learning. This study examined the impact of a formative assessment-based inquiry model on science student understanding and explanations. A quasi-experimental approach that adopts the design of two groups was used. The study sample included 62 science students enrolled in the 10th grade in Saudi Arabia who were randomly assigned to an experimental group (n = 31) or a control group (n = 31). The experimental group was taught by teachers who w

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Manishimwe, Henriette, William Aino Shivoga, and Venuste Nsengimana. "The Role of Innovative Teaching and Learning Methods Towards the Classification of Living Things: A Review." African Journal of Educational Studies in Mathematics and Sciences 17, no. 1 (2021): 79–89. http://dx.doi.org/10.4314/ajesms.v17i1.5.

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Biology continues to present difficulties in teaching and learning. Among other biology domains classification of living things is considered to be one of the challenging subjects as different studies indicated students’ misconceptions in the test to classify both plants and animals. Inadequate teaching methods were the core source of these challenges which were also found to lead to poor performance in schools. This review paper shows the role of active teaching methods to improve learning science subjects. The article gives an insight into how adopting innovative teaching methods can help ed

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Ouabich, Raja, Lahcen Tifroute, and Leila Rafouk. "Effectiveness of an Inquiry-Based Science Program on Enhancing Science Process Skills and Knowledge Among Moroccan Preschool Children." International Journal of Educational Methodology me-10-2024, me-10-issue-4-november-2024 (2024): 543–58. http://dx.doi.org/10.12973/ijem.10.4.543.

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<p style="text-align:justify">This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substant

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Salpasaranis, Konstantinos. "Introducing Artificial Intelligence (AI), Swarm Intelligence (SI) and Bio-Inspired Algorithms Concepts to Elementary and Secondary (K-12) Education Using Block-Based Programming Environments: A Simplified Simulation Inspired by Artificial Fish Swarm Optimization Algorithm (AFSO)." European Journal of Artificial Intelligence and Machine Learning 3, no. 3 (2024): 9–17. http://dx.doi.org/10.24018/ejai.2024.3.3.42.

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Artificial Intelligence (AI) and Machine Learning (ML) have the potential to revolutionize education, with applications ranging from personalized learning systems to teaching students about AI concepts. Beyond utilizing and integrating these technologies, it is crucial to comprehend the fundamental principles governing the field. Choosing an “attractive” area of AI suitable for students and engaging them is essential to introducing difficult Computer Science concepts. In particular, introducing these concepts in elementary and secondary (K-12) Education is not a simple task, as it involves com

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Book chapters on the topic "5E's inquiry model"

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Zheng, Jiani, Apple Hiu Ching Lam, and Dickson K. W. Chiu. "Evaluating the Effectiveness of Learning Commons as Third Spaces With the 5Es Usability Model." In Third-Space Exploration in Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8402-9.ch007.

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Gen-Z students' learning styles have recently changed significantly due to inquiry-based learning and rapid information technology development. Physical libraries have to surrender bookshelves to learning commons to attract student visits. This study analyses the effectiveness of the learning commons at the Hong Kong University of Science and Technology (HKUSTLC) as a case of the library as a third space based on the third space theory of Oldenburg through using the 5Es usability model (effective, efficient, engaging, error tolerant, easy to learn) based on its publication, website information

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Conference papers on the topic "5E's inquiry model"

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Rodrigues, Inês. "INTEGRATING THE 5ES MODEL IN INQUIRY-BASED LEARNING: A FRAMEWORK FOR DEVELOPING 21ST-CENTURY SKILLS AND ADVANCING GLOBAL GOALS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0870.

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