Relevant bibliographies by topics / 5E modeli

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Academic literature on the topic '5E modeli'

Author: Grafiati
Published: 3 June 2025
Last updated: 7 July 2025

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Journal articles on the topic "5E modeli"

1

Aslan, Serkan. "Eylem Araştırması ile Matematik Öğretmen Adaylarının Dönüşümü: Klinik Danışmanlık Modeliyle Ders Planı Hazırlama ve Mesleki Yeterlilik Geliştirme." Türk Eğitim Bilimleri Dergisi 23, no. 1 (2025): 173–224. https://doi.org/10.37217/tebd.1601026.

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Bu eylem araştırması, klinik danışmanlık modelinin matematik öğretmen adaylarının 5E öğrenme modeline dayalı ders planı hazırlama becerileri ve mesleki yeterlikleri üzerindeki etkisini incelemiştir. Araştırmaya, bir devlet üniversitesinin ilköğretim matematik öğretmenliği programında öğrenim gören 12 öğretmen adayı katılmıştır. Klinik danışmanlık modeli, yedi hafta boyunca uygulanmış ve bu süreçte öğretmen adaylarına ders planı hazırlama ve uygulama konusunda rehberlik edilmiştir. Araştırma verileri, ders planı değerlendirme rubriği, öğrenme-öğretme süreci değerlendirme dereceli ölçeği, mesleki yeterlik ölçeği, yarı yapılandırılmış görüşmeler ve araştırmacı günlüğü ile toplanmıştır. Araştırma sonuçları, klinik danışmanlık modelinin öğretmen adaylarının 5E öğrenme modeline dayalı ders planı hazırlama becerilerini ve mesleki yeterliklerini geliştirmede etkili olduğunu göstermiştir. Öğretmen adayları, klinik danışmanlık süreci sonunda ders planlarında kazanımlara uygun öğretim materyalleri, ölçme-değerlendirme araçları ve öğretim yöntemlerini daha etkili bir şekilde seçebilmişlerdir. Ayrıca, 5E öğrenme modelinin aşamalarını daha iyi anlamış ve ders planlarını bu modele uygun olarak daha düzenli bir şekilde hazırlamışlardır. Araştırmada öğretmen adaylarının mesleki yeterliklerinin geliştiği, alan ve pedagojik bilgilerinin derinleştiği sonucuna ulaşılmıştır. Bu araştırma, öğretmen yetiştirme programlarında klinik danışmanlık modelinin kullanımının yaygınlaştırılması ve öğretmen adaylarının mesleki gelişimlerinin desteklenmesi için önemli bilgiler sunmaktadır.
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Matluba, Shodiyeva. "5E modeli asosida darsni loyihalash: nazariya va amaliyot uyg'unligi." «Maktabgacha va maktab ta'limi» jurnali 3, no. 5 (2025): 12–17. https://doi.org/10.5281/zenodo.15581556.

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Ushbu maqolada 5E modeli asosida darsni loyihalashning ilmiy-pedagogik asoslari yoritilgan. Shuningdek,muayyan mavzu asosida har bir bosqich bo‘yicha dars jarayonini loyihalash mazmuni keltirilgan.
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AVİNÇ AKPINAR, İclal, and Samih BAYRAKÇEKEN. "The Effect of 5E Learning Model on Science Teacher Candidates’ Achievement in Solutions Subject." Üniversite Araştırmaları Dergisi 6, no. 3 (2023): 257–63. http://dx.doi.org/10.32329/uad.1269578.

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Araştırmada geliştirilen aktif öğrenme etkinlikleri 5E modeli esas alınarak oluşturulmuştur. Etkinlikler, öğretmen adaylarının çözeltiler konusu başarılarına olan etkisini belirlemek amacıyla Bayburt Üniversitesi Bayburt Eğitim Fakültesi Fen Bilgisi Öğretmenliği Anabilim Dalı’nda öğrenim gören birinci sınıf öğrencilerine uygulanmıştır. Bu anabilim dalında birinci öğretimde öğrenim gören öğrencilerden rastgele seçimle deney (24) ve kontrol (25) grupları oluşturulmuştur. Deney grubunda çözeltiler konusu 5E modeline uygun olarak hazırlanan etkinliklerle, kontrol grubunda ise geleneksel yaklaşımla işlenmiştir. Daha sonra çalışmada konu ile ilgili olarak geliştirilen kavram başarı testi ön test–son test olarak uygulanmıştır. Deney ve kontrol grupları arasında istatistiksel olarak önemli bir farkın olup olmadığını belirleyebilmek amacıyla veriler bağımsız gruplar t-testi ile analiz edilmiştir. Sonuçlarının analizinden deney ve kontrol grupları arasında istatistiksel olarak anlamlı bir farkın olduğu görülmektedir (t= 4,542; p= 0,000). Uygulama sonrasında deney grubunda ortalama doğru cevaplanan soru sayısı 14,58 kontrol grubunda ise 10,08 olarak gözlenmiştir. Bu sonuçlar dikkate alındığında uygulama sonrasında deney grubunun kontrol grubundan daha başarılı olduğu söylenebilir. Yani çözeltiler konusu ile ilgili kavramların anlaşılmasında 5E modeli esas alınarak hazırlanan etkinliklerin geleneksel yaklaşıma oranla daha etkili olduğu ileri sürülebilir.
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AKTAŞ, Murat. "5E ÖĞRENME MODELİ VE İŞBİRLİKLİ ÖĞRENMEN." Ondokuz Mayis Univ. Egitim Fakultesi VOLUME 32 ISSUE 2, VOLUME 32 ISSUE 2 (2013): 1. http://dx.doi.org/10.7822/egt153.

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Günşen, Gülşah, and Bahar Dağ. "5E Modeline Dayalı Okul Öncesi Dönem Çocuklarına Yönelik Örnek Bir Etkinlik Tasarımı: “Küresel Isınmayı Nasıl Önleriz?”." Araştırma ve Deneyim Dergisi 9, no. 2 (2024): 84–104. https://doi.org/10.47214/adeder.1586035.

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Bu araştırmanın amacı okul öncesi dönem çocuklarına yönelik 5E eğitim modeline uygun şekilde küresel ısınmanın nedenleri, sonuçları ve küresel ısınmayı önlemeye yönelik farkındalık kazandıracak etkinlik planı tasarlamak ve etkinliğin basamaklarını uygulamalı şekilde açıklamak ve çocuklarla uygulama deneyimlerini sunmaktır. Bu amaç doğrultusunda 5E modeli basamaklarını içeren (dikkat çekme, araştırma-keşfetme, açıklama, derinleştirme ve değerlendirme) “Küresel Isınmayı Nasıl Önleriz” başlıklı etkinlik planı tasarlanmıştır. Araştırmada, tasarım ve geliştirme olarak adlandırılan araştırma yöntemi kullanılmıştır. Araştırma 2023-2024 güz dönemi eğitim öğretim yılında Marmara Bölgesi’nde bir il merkezindeki bağımsız bir anaokulunda bulunan 60-72 aylık 22 çocuk ile gerçekleştirilmiştir. Etkinliğin uygulanması dört saat sürmüştür. “Küresel Isınmayı Nasıl Önleriz” 5E modeline dayalı etkinlik planının okul öncesi öğretmenlerine çocuklara çevre bilinci kazandırma, çocuklarda çevresel sorunlara yönelik farkındalık kazandırarak problem çözmelerini sağlama noktasında ve çocuk merkezli bilim eğitimi desteğini sunan eğitim modellerinden 5E eğitim modelinin uygulama aşamalarına örnekler sunması açısından rehberlik edeceği düşünülmektedir.
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Maxmuda, Toyirova. "Maktab o'quvchilarida barqaror rivojlanish maqsadlarini shakllantirishda 5E modelidan foydalanish." «Maktabgacha va maktab ta'limi» jurnali 3, no. 4 (2025): 12–17. https://doi.org/10.5281/zenodo.15389707.

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Maqolada o‘quvchilarda ularning erta yoshidan boshlab Barqaror Rivojlanish Maqsadlari (BRM–12 va 15)ni shakllantirish maqsadida barqaror rivojlanish maqsadlarini tabiiy fanlar darslariga integratsiya qilish muhokama qilinadiva bu jarayonni 5E modeli asosida tashkil etish orqali o‘quvchilarda mas’uliyatli iste’mol qilish va biologik xilma-xilliknisaqlash bo‘yicha tushuncha, ko‘nikma va amaliy faoliyatlarni shakllantirish metodi yoritilgan.
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SƏFƏROVA, E. F., and Z. R. İSMAYILOVA. "ÜMUMTƏHSİL MƏKTƏBLƏRİNDƏ BİOLOGİYANIN TƏDRİSİNDƏ “BALIQLAR SİNFİ. BALIQLARIN MÜXTƏLİFLİYİ” MÖVZUSUNUN 5E MODELİ İLƏ TƏDRİSİ METODİKASI." Actual Problems of study of humanities 1, no. 2024 (2024): 297–301. http://dx.doi.org/10.62021/0026-0028.2024.1.297.

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Methodology of Teaching the Topic "Class of Fishes. Diversity of Fishes" with the 5E Model in the Teaching of Biology in Secondary Schools Summary Lessons taught in accordance with modern requirements create a wide opportunity for the formation of students' outlook. For example, during the motivational phase of the "Fish class", the teacher can show the creatures living in the sea or in the depths of the ocean with the help of a computer, and ask the students what they know about these animals. Such a display of fish will cause students to get information about fish and to watch an aesthetic image. At other stages of the lesson, while using the methods and techniques of active learning, students can also develop aesthetic taste. For example, handouts and visual aids given to them can be designed with a certain taste, according to the student's age level (more colorful in lower grades). "The class of Pisces. The method of teaching the subject "fish diversity" with the 5E model is given in detail in the article. Кеуwords: school, class, student, biology, teaching, fish
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Ayar, Yaren, and Vahide Nilay Kırtak Ad. "Türkiye’de Yapılan Çalışmalarda Aktif Öğrenme Yaklaşımının Fizik Başarısına Etkisi: Bir Meta Analiz Çalışması." Pamukkale University Journal of Education, no. 64 (May 19, 2025): 29–50. https://doi.org/10.9779/pauefd.1389034.

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Bu çalışmanın amacı aktif öğrenme yaklaşımının fizik başarısına etkisini araştırmış Türkiye’de yapılan makaleleri ve lisansüstü tezleri incelemektir. Araştırmaya dahil edilecek çalışmalar, 2004-2023 (Nisan) yılları arasında ulusal ve uluslararası veri tabanlarında bilimsel dergilerde yayınlanmış makaleler ile lisansüstü tezlerden oluşmaktadır. Literatür taramasında DergiPark, YÖK Ulusal Tez Merkezi, Google Akademik, ULAKBİM, ERIC ve Science Direct veri tabanları kullanılmıştır. 19 makale ve 14 tez olmak üzere toplam 33 çalışma belirlenmiştir. Bu çalışmaların nicel bulguları üzerinden meta analiz yapılmıştır. Comprehensive Meta-Analysis (CMA) programının kullanıldığı bu çalışmada meta analiz yapılmadan önce seçilen çalışmaların yayın yanlılığı olmadığı tespit edilmiştir. Ayrıca çalışmalar arasında heterojenite olmasından dolayı rastgele etkiler modeli tercih edilerek meta analiz yapılmıştır. Elde edilen bulgular doğrultusunda Türkiye’de yapılan lisansüstü tezlerin genel etki büyüklüğü 1.094 olarak bulunmuştur. Bu değer geniş düzeyde bir etkinin olduğunu göstermektedir. Makalelerin genel etki büyüklüğü ise 0.467 olarak bulunmuştur. Bu değer de orta düzey etki olarak tanımlanmıştır. Araştırmanın sonucunda Türkiye’de yapılan çalışmalarda aktif öğrenme yaklaşımının fizik başarısını olumlu yönde etkilediği sonucuna varılmıştır. Bu alanda çalışacak olan araştırmacılara 5E modeli, bilgisayar destekli öğretim ya da tutum, motivasyon gibi çeşitli değişkenlerin fizik başarısı üzerindeki genel etkisini belirleme üzerine çalışabilecekleri önerilmektedir.
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Yılmaz, Ahmet. "Kavram Karikatürleri Destekli 5E Modeli Uygulamasının Ortaokul Öğrencilerinin Matematik Başarılarına ve Öğrenilenlerin Kalıcılığına Etkisi." Journal Of Social Humanities and Administrative Sciences 68, no. 68 (2023): 3435–47. http://dx.doi.org/10.29228/joshas.71970.

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Nimet; KÖSEOĞLU, AKBEN. "Laboratuvar uygulamalarında sorgulayıcı araştırma ve 5E Modeli: Sınıf öğretmeni adayları için geliştirilen mesleki gelişim programı." Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 48, no. 1 (2015): 161–97. http://dx.doi.org/10.1501/egifak_0000001357.

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Dissertations / Theses on the topic "5E modeli"

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Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.

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The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquo<br>understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atat&uuml<br>rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
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Aydemir, Nurdane. "Effectiveness Of 5e Learning Cycle Model On High School Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614340/index.pdf.

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The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students&rsquo<br>understanding of solubility equilibrium concept, students&rsquo<br>perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test were administered to students in both groups as a pre-test. Attitude Scale towards Chemistry and Motivated Strategies for Learning Questionnaire were given to students in both groups before and after the treatment. Moreover, Solubility Equilibrium Concept Test was administered to both groups as a post-test and retention test two months after treatment. Treatment implementation continued for seven weeks. After the instruction, semi-structured interviews were conducted with six students from experimental group and six students from control group. Data were analyzed by using MANCOVA. The results revealed that LCI was more effective than the TI on students&rsquo<br>understanding and retention of the solubility equilibrium concepts. In addition, LCI improved students&rsquo<br>attitudes towards chemistry, intrinsic goal orientation, task value, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. Moreover, females found as more positive towards chemistry and better organization and help seeking. Furthermore, interview results indicated that students in experimental group demonstrated better scientific understanding of solubility equilibrium concepts compared to those in control group.
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Lynn, Hermes B. "Guided inquiry using the 5E instructional model with high school physics." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/lynn/LynnH0812.pdf.

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My project focused on the effectiveness of guided inquiry strategies to help students learn physics. Physics is a subject which lends itself to inquiry teaching, where students discover the answers to scientific questions rather than being told the answer. The study involved twelve high school physics students. Student interviews, surveys, and conceptual assessments were used to gauge the effectiveness of this teaching strategy. I collected data and compared two treatment units (inquiry) to a nontreatment unit (traditional). Results were expressed as a percent change in student learning. I also investigated the effect of inquiry teaching on my feelings about teaching, student motivation, and student engagement. The results of my project indicate that students learn effectively through both inquiry and through traditional teaching. Student understanding results did not differ dramatically between comparison units. However, inquiry may be more engaging for students than traditional lecture style teaching. Some students experienced a decrease in motivation while others students experienced an increase in motivation, possibly indicating the existence of multiple intelligences and different learning styles or a lack of experience with the rigors of inquiry. My enjoyment of teaching increased when I taught through guided inquiry. I enjoyed seeing the students discover on their own what I was trying to teach them. I also believe that the inquiry style will better prepare students for standardized tests which emphasize process skills versus content knowledge.
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Bektas, Oktay. "The Effect Of 5e Learning Cycle Model On Tenth Grade Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613340/index.pdf.

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The purpose of this study is to probe whether there is a significant effect of 5E learning cycle model as compared to traditional instruction and gender on tenth grade students&rsquo<br>understanding in the particulate nature of matter concepts and their epistemological beliefs and to investigate whether there is an impact of 5E learning cycle model and traditional instruction in promoting the understanding of the nature of science. Pilot study was performed for the instruments in the between April and June 2009. Treatment was conducted between October and December 2009. Participants were 113 students from one high school in Ankara. Two experimental groups and two control groups were randomly formed from four classes. Before and after the treatment, pre-tests and post-tests were administered and semi-structured interviews were conducted. Treatment was executed throughout the five weeks. While 5E learning cycle model was used in the experimental group, traditional instruction was used in the control group. According to MANCOVA results, there was a significant mean difference between groups on the collective dependent variables of the particulate nature of matter concepts and epistemological beliefs toward chemistry and chemistry courses. This effect was favor of the experimental groups. Also, there was no significant mean difference between post-test mean scores of girls and boys and for the interaction of treatment with gender on the collective dependent variables of the particulate nature of matter concepts and epistemological beliefs toward chemistry and chemistry courses. Moreover, the mean scores of students in the experimental group on the understanding of the nature of science were higher than those of students in the control group. Responses of the students in the interviews supported their responses in the tests.
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Cetin, Dindar Ayla. "The Effect Of 5e Learning Cycle Model On Eleventh Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614290/index.pdf.

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The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students&rsquo<br>conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were administered as pre-tests to both groups and the semi-structured pre-interviews were conducted with eight students to determine students&rsquo<br>prior knowledge about acids-bases and motivation to learn chemistry. During the implementation, 5E learning cycle model was used in the experimental group and the traditional teacher-centered instruction was used in the traditional group throughout eight weeks. After the implementation, the tools were administered as post-tests to both groups and the semi-structured post-interviews were conducted with the same students to determine their post knowledge about acids-bases and motivation to learn chemistry. Afterwards, the data were analyzed and descriptive and inferential statistics were obtained. Based on MANCOVA results, there was a statistical significant mean difference between the groups in favor of experimental group. Similarly, the students from experimental group scored higher motivation and this difference was found to be statistically significant. The results were analyzed in terms of gender as well, and there was found no statistically significant differences between the post-test mean scores of girls and boys for the effect of the implementation on understanding of acids-bases concepts or motivation to learn. The inferential statistics results were also supported with the students interviews.
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Akar, Elvan Supervisor :. Demircioğlu Hüsniye. "Effectiveness of 5E learning cycle model on students' understanding of acid-base concepts." Ankara : METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.

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Thesis (M.S.) -- Middle East Technical University, 2005.<br>Keywords: 5E learning cycle, traditionally designed chemistry instruction, acid-base, attitude towards chemistry as a school subject, science process skill.
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Cigdemoglu, Ceyhan. "Effectiveness Of Context-based Approach Through 5e Learning Cycle Model On Students&#039." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614466/index.pdf.

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The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students&rsquo<br>understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students&rsquo<br>motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three teachers from two public Anatolian high schools of Ankara in 2011-2012 fall semester were enrolled in this study. Each teacher had experimental and control group. These classes were assigned randomly as experimental and control groups. The experimental groups were treated with CBA through 5E LC model, control groups were treated with traditional instruction. Chemical reactions and energy concept test and chemistry motivation questionnaire were administered as pre- and post-tests to groups. Achievement test and open-ended chemical literacy items on chemical reactions and energy were administered as post-tests to all groups. Science process skill test was administered to all groups at the beginning of the instruction. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of data. The results revealed that CBA through 5E LC model was superior to traditional instruction on students&rsquo<br>understanding, achievement, and chemical literacy in the chemical reactions and energy unit. Although, students&rsquo<br>overall motivation scores did not changed across the groups, experimental groups intrinsic motivation and relevance of learning chemistry to personal goals was superior than control groups. No gender difference was found.
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Ceylan, Eren. "Effects Of 5e Learning Cycle Model On Understanding Of State Of Matter And Solubility Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610146/index.pdf.

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The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquo<br>understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject<br>and students&rsquo<br>perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atat&uuml<br>rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester. This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook. State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo<br>attitudes toward chemistry, students&rsquo<br>perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo<br>science process skills. The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo<br>attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.
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Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.

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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo<br>understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atat&uuml<br>rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
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Campbell, Meghann. "THE EFFECTS OF THE 5E LEARNING CYCLE MODEL ON STUDENTS' UNDERSTANDING OF FORCE AND MOTION CONCEPTS." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3727.

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As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science investigations through the use of the 5E Learning Cycle. The researcher's journey through this process was also a focus of the study. Initial data were provided by a pretest indicating students' understanding of force and motion concepts. Four times weekly for a period of 14 weeks, students participated in investigations related to force and motion concepts. Their subsequent understanding of these concepts and their ability to generalize their understandings was evaluated via a posttest. Additionally, a review of lab activity sheets, other classroom-based assessments, and filmed interviews allowed for the triangulation of pertinent data necessary to draw conclusions from the study. Findings showed that student knowledge of force and motion concepts did increase although their understanding as demonstrated on paper lacked completeness versus understanding in an interview setting. Survey results also showed that after the study students believed they did not learn science best via textbook-based instruction.<br>M.Ed.;<br>Department of Teaching and Learning Principles<br>Education<br>K-8 Mathematics and Science Education
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Books on the topic "5E modeli"

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Biennale d'art contemporain (Lyon, France) (5th 2000 Lyon, France). Partage d'exotismes: 5e Biennale d'art contemporain de Lyon : Halle Tony Garnier, du 27 juin au 24 septembre 2000. Réunion des musées nationaux, 2000.

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Paris), Colloque International de Linguistique Grecque (5th 2001. Recherches en linguistique grecque =: Glōssologikes ereunes gia tēn ellēnikē : actes du 5e Colloque international de linguistique grecque, Sorbonne, 13-15 septembre 2001. L'Harmattan, 2002.

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Colloque des "Cent gardes" (5th 1990 Marne-la-Coquette, France). Retroviruses of human A.I.D.S. and related animal diseases: 5e Colloque des "Cent gardes", 29-30-31 octobre 1990, Marnes-la-Coquette/Paris, France. Fondation Marcel Me rieux, 1991.

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Belgium) Biennale internazionale del merletto (5th 1991 Brussels. 5e Biennale internationale de la dentelle, 1991: 5de Internationale kantbiënnale, 1991 = 5. Internationale Biennale der Spitze, 1991 = 5th International Lace Biennial, 1991. Musée du Costume et de la Dentelle, 1992.

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Aaron, Jane E., and Diana Hacker. Rules for Writers 5e & Online Rules for Writers 5e & 40 Model Essays. Bedford/St. Martin's, 2005.

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Aaron, Jane E., and Diana Hacker. 40 Model Essays & Pocket Style Manual 5e. Bedford/St. Martin's, 2008.

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BSCS 5E Instructional Model: Creating Teachable Moments. National Science Teachers Association, 2015.

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Aaron, Jane E., and Diana Hacker. Rules for Writers 5e & 40 Model Essays. Bedford/St. Martin's, 2005.

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Rosa, Alfred, Paul Eschholz, Charles R. Cooper, Lawrence Barkley, and Rise B. Axelrod. Models for Writers 9e & Sticks and Stones 5e. 9th ed. Bedford/St. Martin's, 2006.

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The BSCS 5E Instructional Model: Creating Teachable Moments. National Science Teachers Association, 2015. http://dx.doi.org/10.2505/9781941316009.

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Book chapters on the topic "5E modeli"

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Poguntke, Sven. "Prozess des Experience Designs: 5E-Modell." In essentials. Springer Berlin Heidelberg, 2025. https://doi.org/10.1007/978-3-662-70672-5_3.

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Nopparatjamjomras, Thasaneeya Ratanaroutai, and Suchai Nopparatjamjomras. "Teaching Integration of 5E Instructional Model and Flower Components." In Science Education in the 21st Century. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5155-0_17.

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Chauhan, Purvee, and Vikram Kapila. "Using the 5E instructional model to develop robotics-based science units." In STEM Education with Robotics. Routledge, 2023. http://dx.doi.org/10.4324/b23177-12.

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Persano Adorno, Dominique, Leonardo Bellomonte, and Nicola Pizzolato. "A 5E-Based Learning Workshop on Various Aspects of the Hall Effect." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_6.

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Sickel, Aaron J. "The 5E Model as a Framework for Facilitating Multiple Teacher Education Outcomes." In Designing and Teaching the Secondary Science Methods Course. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_2.

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Lan, Xiaohong, and Wenjing Yao. "Design and Exploration of 5E Project-based Teaching Model for Core Literacy." In Proceedings of the 2023 3rd International Conference on Education, Information Management and Service Science (EIMSS 2023). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-264-4_44.

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Sartika, Rody Putra, Rahmat Rasmawan, Lukman Hadi, et al. "Online or Offline? A Pedagogical Debate on the 5E Learning Cycle Model." In Proceedings of the 2nd International Conference on Science Education and Sciences 2022 (ICSES 2022). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-232-3_31.

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Lai, Rising, Niels Hendriks, Andrea Wilkinson, and Sara Laureen Bartels. "Artefacts in Action: Facilitating Positive Person Work in Dementia Group Living Environment." In Design For Inclusion. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84901-5_8.

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Abstract This study investigates how artefacts facilitate Positive Person Work (PPW) in dementia care, with a focus on facilitation and collaboration within group living environments. Using short-term design ethnography in a care home in Belgium, we explored how artefacts act as mediators of non-verbal communication, enable collaboration, and foster inclusivity. We used Actor-Network Theory (ANT) to map the interactions between residents, staff, and artefacts to understand how these interactions create a supportive environment for PPW. Additionally, by integrating Material Engagement Theory (MET), we identified the material agency of artefacts in these processes. These insights informed the development of a design toolkit based on the 5E Experience Design Model, offering caregivers a practical guide for creating activity experiences that enhance facilitation and collaboration. This research provides practical design-related considerations for improving care practices and enriching the daily experiences of people with dementia.
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Şeremet, Şeyma, and Fulya Öner Armağan. "Students’ views on digital system activities based on the 5e learning cycle model." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-380-1_4.

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Hasni, Uswatul, Rizki Surya Amanda, and Tumewa Pangaribuan. "Need Analysis: Development of the Learning Cycle 5E Model to Improve HOTS in Early Childhood Student." In Proceedings of the International Conference on Teaching, Learning and Technology (ICTLT 2023). Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-206-4_22.

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Conference papers on the topic "5E modeli"

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Tao, Runxin, Jun Tian, and Yongyao Liang. "Virtual Simulation Aids for AI Curriculum Learning: A Quantitative Evaluation with the 5E Instructional Model." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00032.

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Tao, Runxin, Jun Tian, Liangting Zhang, and Jiaxingzhi Wan. "Gamification Elements in Virtual Simulation Integrated Learning: A Quantitative Evaluation with the 5E Instructional Model." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10869207.

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Prasopsuk, Chotiwut, Kittiwoot Sutthivirode, Tongchana Thongtip, and Pornjit Pratumsuwan. "Project-Based Learning Integrating 5E Model for Improving Learning Outcome of Heat Transfer for Students in Mechanical Engineering Program." In 2024 9th International STEM Education Conference (iSTEM-Ed). IEEE, 2024. http://dx.doi.org/10.1109/istem-ed62750.2024.10663111.

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Albers, Michael J. "Use of 5E models to enhance user experience." In the 31st ACM international conference. ACM Press, 2013. http://dx.doi.org/10.1145/2507065.2507072.

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Reiter, Shoshi. "THE 5E MODEL FOR ENTREPRENEURIAL LEADERSHIP IN A V.U.C.A. WORLD." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0408.

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Srđević, Zorica, Milica Ilić Paunić, Gabriela Costea, and Jasna Grabić. "5E MODEL FOR EDUCATION ON THE CONSTRACTED WETLANDS WITHIN THE RESTORE4LIFE PROJECT." In 54. godišnja konferencija o aktuelnim problemima korišćenja i zaštite voda. Srpsko društvo za zaštitu voda, 2025. https://doi.org/10.46793/voda25.009s.

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Wetland areas are considered the most endangered ecosystems in the world. Due to their importance and the ecosystem services they provide (climate regulation, water regime regulation, biodiversity, etc.), numerous projects and activities have been launched to restore these areas, including community empowerment, the application of nature-based solutions, and education. This paper presents the 5E model for education on constructed wetlands developed within the Restore4Life project. The model includes five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase includes a description of the activities necessary to successfully carry out the educational process on the topic of wetlands, including a practical experiment
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Ye, Jingjing. "5E Teaching Model Based on Neural Network Data Sampling and Clustering." In 2023 4th International Conference on Intelligent Computing and Human-Computer Interaction (ICHCI). IEEE, 2023. http://dx.doi.org/10.1109/ichci58871.2023.10277986.

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Lickteig, Seth J. "Utilization of the 5E Model in Problem-based Social Studies Education." In Ireland International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/iice.2023.0021.

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Putri, Wulan Rahayu, Endang Budiasih, Dedek Sukarianingsih, and Sumari. "5E LC-TPS vs 5E LC learning models; the differences in cognitive learning outcomes on electrolyte and non electrolyte solutions and redox reactions topics." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043352.

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Ishii, Yukihiro, and Toshihiro Kubota. "Rigorous coupled-wave diffraction analysis of stratified volume photopolymer holograms." In Diffractive Optics and Micro-Optics. Optica Publishing Group, 1998. http://dx.doi.org/10.1364/domo.1998.dtud.5e.

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Stratified volume holograms (SVHs) have been studied1,2 in the layered structures of holograms that are useful for several applications in optical communication such as an optical wavelength-selective filter. The hitherto investigation was performed by using the beam propagation method (BPM) to emulate the SVH with thin (Raman-Nath) gratings, taking into no account the reflection at the boundaries. Here we develop a rigorous coupled-wave model to analyze the TE-polarized diffraction properties of stratified volume photopolymer holograms. The numerical and experimental angular selectivities of stratified holograms are shown.
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