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1
Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.
Full textAbstract:
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 Atatü<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.
2
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.
3
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.
4
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.
5
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.
6
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.
7
Cigdemoglu, Ceyhan. "Effectiveness Of Context-based Approach Through 5e Learning Cycle Model On Students'." 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.
8
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 Atatü<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.
9
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 Atatü<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.
10
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
11
Cramer, Karla B. "Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/cramer/CramerK0812.pdf.
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The investigation involved implementing constructivist instruction via the Biological Sciences Curriculum Study 5E Instructional Model to determine its' impact on student achievement and attitude. The study included 68 seventh grade Life Science students of average to above average achievement at a community based K-12 school in Florence, Montana. Treatment was implemented during a six week biome unit in which student achievement was assessed through the Evaluation Association Measured Academic Progress and summative assessments. Student attitude was evaluated through the Test of Science Related Attitudes and learning preference surveys, pre- and post-treatment. The effectiveness of constructivism approach to instruction on achievement via the BSCS 5E Instructional Model in the science classroom was not conclusively supported by data.
12
Fletcher, Stephanie. "The Impact of the 6E Model in a Third Grade Science Classroom." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308431440.
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Hartman, Sheri A. "Development of "Teachers Integrating Physical Activity into the Curriculum" (TIPAC) Using a Systems Model Approach." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492422535370981.
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Kinley. "Beliefs, knowledge and skills of pre-service mathematics teachers when learning calculus through a technology-enhanced inquiry." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213589/1/_Kinley_Thesis.pdf.
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This research explored the beliefs, knowledge and skills of Bhutanese pre-service mathematics teachers and their preparedness to teach a reformed mathematics curriculum. Data were collected when the participants joined a series of inquiry-oriented, technology-enabled calculus workshops. These data analyses revealed many inconsistencies between the participants’ espoused and enacted beliefs and misalignments between their mathematical knowledge and skills when compared to the intentions of the newly reformed curriculum. From this, implications have been drawn about the preparedness of the soon-to-graduate pre-service mathematics teachers, and recommendations are made regarding ways future pre-service teachers mathematical beliefs, knowledge and skills may be enhanced.
15
Chen, Shih-Ping, and 陳世平. "Developing a 5E Quality Model for Equipment Maintenance on RCA and Grounded Theory." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/254hsc.
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碩士<br>國立臺灣科技大學<br>自動化及控制研究所<br>99<br>As the basis to continuously improve equipment production, an analysis of case-study data concerning problems during equipment utilization is viewed as the fundamental tenet in total quality management. It also serves as one of the key strategies towards a more profitable equipment production.
Our study was started from the concepts of systems thinking, namely, a problem-solving process to understand how things influence one another within a whole and to identify the determining factors in a complex situation. This approach effectively eliminates the problem of “can't see the forest for the trees”. In this study, the method of root cause analysis can be used to synthesize data and related information from equipment-maintenance cases. Next, the grounded theory is applied with the qualitative data analysis software (N Vivo 8) to make coding to identify the preliminary root causes of the problems. And a Yin-Yang Five Elements Model (5E Model) is introduced to simplify five major categories first. And we continue to discover and review their intrinsic and explicit characteristics as the Yin-Yang base to build up the 5x2 core model. Finally, 5E Quality Model is achieved in term of quantity of the equipment-maintenance cases, accompanied by the quantitative relationship of a radar map calculation.
In this thesis, we analyzed equipment malfunction case-study data in 2009 associated with the utilization in Taiwan of equipment from overseas equipment vendor. Our study constructed a real 5E Quality Model that consists of five major core categories: manufacturing, assembly, setting, application, and design. It provides both qualitative and quantitative judgment and interpretation of root causes. Therefore, the model would help equipment vendor to discover deeply the origin faults and hidden causes of problems in their equipment production process. Our study concluded that it is possible to eliminate the hidden sources of those problems during the initial design and production stages based on the systems thinking methodology and our proposed 5E Model.
16
Tzuyu, Shen, and 沈姿妤. "Integrating the 5E Model into Track Building Block Playsets to boost Children’s basic scientific capacity." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/829b7v.
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碩士<br>國立臺東大學<br>進修部暑期幼兒教育碩士班<br>105<br>The purpose of this study is to discuss the research concerning the application of the 5E Model teaching strategy applied by teachers on toddlers who engage in playing with and assembling Track Building Block Playsets. The study further focuses on the effect of increasing the children’s basic scientific capacity, and also reflects upon the teaching process itself. The study targets children interested in Track Building Block Playsets – in this case five boys from a preschool affiliated with one of the Kaohsiung public elementary schools. The research method incorporates participant observation. Information gathering is based on observation records, photographing and filming while the toddlers are exploring the playsets in the learning area. The data is sorted in the following forms: teaching journals, observation records, toddlers’ graphic representation records and the related filming information. Qualitative data analysis is utilized to analyze the specific results of enhancing the children’s basic scientific capacity.
The findings of the study are as follows:
1. Integrating the 5E Model- E3 Explain、E4 Elaborate phase, assists in the children’s scientific procedure capacity, especially in the fields of observation, recording, communication, prediction and expression. All these fields show notable levels of progress.
2. Integrating the 5E Model- E3 Explain、E4 Elaborate phase, children gain knowledge of physical activities related to mechanics, and in so doing show their scientific cognitive capacity.
3. Integrating the 5E Model- E1 Engage、E2 Explore phase, facilitates the basic scientific capacity, particularly the display of scientific approach capacity, yet the display of scientific approach capacity differs from toddler to toddler.
4. Integrating the 5E Model- E3 Explain phase, the scientific dialogue and the children’s graphic representation record to aid the teachers in understanding the thoughts of the children.
5. The main roles of the teacher who applies the 5E Model is as an observer, motivator and guide.
This study organizes the progress of the integration of the 5E Model into Track Building Block Playsets. Upon reflection, a few recommendations for instructors and a reference for future researchers are provided.
17
Wang, Shih-Yi, and 王式儀. "The Evaluation of 5E Learning Cycle Model Application of Global Warming Teaching Concept, Attitude, and Intension." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50866485938367933540.
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碩士<br>國立臺灣師範大學<br>科學教育研究所<br>103<br>This study aimed to understand the change of students’ global warming concepts, attitudes, and intension of envirovmental behaviors after accepting global warming curriculum by using 5E learning cycle model. The participants were 120 fifth students separated to 5 classes from a elementary school at Taipei city whom were taught by quasi-experimental designs. Various data had been used in this study such as global warming concpet questionnaires, attitude questionnaires, intension of envirovmental behaviors questionnaires, worksheets, and teacher’s observing notes. The resuls showed that the scores of global warming concpets, attitude, and behavior all made progress after paired-t tests. Second, it found that there was positive correlation between addtitude and intention of behavior, and both of them could predict the progress by linear regression function with high effect size (E.S.=0.43) after accepting the global warminig curriculum. To conclude, it had positive effects on establishing global warming concepts, attitudes, and intension of behaviors by using repeated 5E learning cycle model and suggesting the design of global warming curriculum may thorough diverse exploration,explanation, and evaluation to improve students' consciousness of the environment in future study.
18
Chen, Ling-Ju, and 陳伶如. "A study of integrating scientific writing and 5E learning cycle model into the elementary life curriculum." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/21167264306797134384.
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碩士<br>中原大學<br>教育研究所<br>95<br>The spiral cycle of action research — planning, action, observation, and reflection was adopted for this study. The purpose of this study was to discuss the feasibility, students’ attitude, and learning performance regarding the scientific writing integrated into 5E learning cycle model in the elementary life curriculum. Enlightened by the teaching practice, the researcher applied the new teaching model integrating the science writing heuristic and 5E learning cycle teaching strategies into the elementary life curriculum.
The proposed timeline for the research was from September, 2006 to March, 2007. and there were 25 second grade students participated in this study. The “attitudes toward the nine-year science curriculum inventory” would be completed before and after the implementation of the new teaching model. For understanding the differences, the “scientific concept analysis” would also be made in this study. Through analyzing the data collection of videos in class, students’ writing works, reflection journals and interviews, the results can be described as follows:
1. The integrated teaching model of scientific writing and 5E learning cycle could enhance students’ interests in science. Students like to make their ideas into practical performance. They can gain the confidence and interest through getting the new finding and cognition after the sharing discussions.
2. Most students’ scientific writing had drawings as the major part in the beginning but gradually became more narrative afterward. Their works not only had the quantity increased but also had more science concepts included. That also enhanced the students’ ability of expression and comprehension. Finally, the students’ ability of knowledge construction was built.
3. Regarding the scientific writing of lower primary students, teachers need to provide guidance of observation and key words to assist them for writing. And, in order to have a better approach to constructive teaching, the methods of individual learning and group cooperation were applied by turns. Through the reflection and modification for teachers’ teaching strategy, the teachers’ abilities of curriculum design and implementation were improved. Moreover, they learned the comprehensive applications of teaching resources. From changing the teaching belief to understanding the value of scientific writing, the teachers would enrich the content of instruction and create more opportunities of growing together with the students.
This research enabled the teachers to learn more about the characteristic of students and guide the students to construct their own knowledge actively. The expressions of students’ thoughts and feelings were also encouraged. Besides, the teachers could strengthen the ability of course design and perhaps to pursue further education for their own professional growth due to this research.
19
Sarabando, Andreia Barbosa. "Poluição dos oceanos através dos plásticos: uma proposta de intervenção com o modelo 5E no 1º CEB." Master's thesis, 2021. http://hdl.handle.net/10773/33388.
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O presente relatório de estágio de Prática Pedagógica Supervisionada retrata
o desenvolvimento de um projeto de intervenção-investigação sobre a poluição
dos plásticos nos oceanos numa turma do 4.º ano do 1.º Ciclo do Ensino
Básico.
O agravamento das problemáticas climáticas realça a importância da alteração
de hábitos, práticas e pensamentos, de modo que a natureza posso regenerarse.
Tendo isto em mente, a escola revela ter um papel fundamental para a
promoção da sensibilização e consciencialização das crianças. É fulcral que os
cidadãos mais novos desenvolvam uma postura crítica e que adotem hábitos e
práticas sustentáveis, para que o ambiente tenha a possibilidade de se
reequilibrar.
Neste sentido, foram definidos os objetivos de intervenção-investigação,
através dos quais se pretendia planificar e implementar um Projeto sobre a
temática da poluição dos oceanos; avaliar as potencialidades e limites do
Projeto e quais os seus efeitos no desenvolvimento profissional e pessoal da
estagiária.
No enquadramento teórico de suporte ao projeto de intervenção-investigação,
apresentam-se os conceitos de orientação CTSA, a metodologia IBSE e o
modelo 5E.
O projeto de intervenção-investigação englobou diversas técnicas de recolha
de dados, como inquérito por questionário, observação participante e recolha
documental. Os dados obtidos foram analisados através da técnica de análise
de conteúdo e por uma análise quantitativa descritiva.
Os resultados obtidos evidenciam que o projeto desenvolvido teve um efeito
positivo no grupo de crianças, contribuindo para a sua consciencialização no
que toca à poluição dos plásticos nos oceanos.<br>This internship report falls within the scope of the Supervised Pedagogical
Practice course and portrays the development of an intervention-research
project on ocean plastics pollution in a class of the 4th year of the 1st Cycle of
Basic Education.
The aggravation of the climate issues highlights the importance of the alteration
of habits, practices, and thoughts, so nature can regenerate itself. Therefore,
school reveals to have a fundamental role on the promotion of children’s
awareness. It’s pivotal that the younger citizens develop a critical posture and
adopt sustainable habits and practices, so the environment has the chance to
rebalance itself. In this sense, the objectives of the intervention-research
project were defined, which through them it was intended to plan and
implement a Project about the ocean’s pollution; evaluate the potentialities and
limits of the Project and what were its effects in the professional and personal
development of the intern.
In the theoretical framework of support to the intervention-research project, the
concepts of CTSA orientation, IBSE method and 5E model are presented.
The intervention-research project included diverse techniques of data
collection, such as questionnaire surveys, participant observation and
documentary collection. The data obtained was analysed with resources to the
content analysis technique and by a quantitative descriptive analysis.
The obtained results show that the project had a positive impact on the group
of children, leading to its awareness when it comes to the pollution of the
oceans.<br>Mestrado em Educação Pré-Escolar e Ensino no 1º Ciclo do Ensino Básico
20
HO, CHING-HUI, and 何青慧. "National Primary School Fourth Grade Students on 5E Inquiry Teaching Model of Scratch Program Design of Research." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vuv77e.
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碩士<br>國立中正大學<br>教育學研究所<br>105<br>The purpose of this study is to explore National Primary School fourth grade students on 5E inquiry teaching of Scratch program design of research. In this study, the experimental design was adopted. The class was divided into experimental group and control group, 26 people in the experimental group and 26 people in the control group. The experimental group adopts the 5E inquiry teaching model teaching mode, the control group adopts the general narrative teaching model, and implements the total teaching experiment in February and 16 lessons teaching experiment. Before and after the experiment teaching, the "new problem solving test" test was used to explore the effect of 5E inquiry teaching on the problem of student Scratch program design by descriptive and t test. The results of the study show that the three criteria of "defining reason", "solution" and "prevention problem" in the problem solving are effective and effective in the two dimensions of "flexibility" and "effectiveness".
Based on the above results, it is found that 5E inquiry teaching model teaching is superior to general narrative teaching mode in improving students' creative thinking and problem solving ability. Therefore, the researchers suggested that in the future curriculum, teaching and research, by 5E inquiry teaching model teaching model to enhance students' creative thinking and problem solving ability.
21
TSAO, CHIA-CHI, and 曹家綺. "The Influence study of Using 5E Instructional Model on Social Skills Teaching of High Grader Elementary Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/nwmxk2.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學教學碩士班<br>106<br>This study aims to understand the influence of 5E instructional model on the social skills of high grader elementary students. In this study, the design of a quasi-experimental study was adopted. Taking the fifth-grade students of a primary school in Sanmin District, Kaohsiung City, as the study subjects, the experimental group received 12 sessions of social skills lessons during six weeks, two sessions per week, whereas no experiment was done on the control group. Both before and after the lessons, Su Yue Yi (2014) 's "Children's Social Skills Scale" was administered and a follow-up test was conducted four weeks after the end of the course to explore the immediate and continuous results through post-test and follow-up tracking. In addition to the quantitative information of the descriptive statistics, ANCOVA and Mann-Whitney U test, a qualitative analysis was also conducted to the experimental group with “unit feedback”, “course feedback”, and “student’s interview” which were used as aids to assess the effectiveness of the experiment.
According to the research results and findings, the following conclusions were obtained:
1. The 5E instructional model has a continuous influence but not immediate improvement on the social skills of the students in terms of “emotion”.
2. The 5E instructional model has an immediate improvement but not continuous influence on the social skills of the students in terms of “cognition”.
3. The 5E instructional model has no immediate and continuous influence on the social skills of the students in terms of “behavior”.
4. For students with high performance and low performance in the experimental group, the 5E instructional model has a difference in the immediate effectiveness but no difference in the continuous effectiveness on the social skills in terms of “behavior; also, there is no difference in the immediate and continuous effectiveness on the social skills in terms of “cognition” and “emotion”.
5. For students of different gender in the experimental group, there is no difference in the immediate and continuous effectiveness on the social skills in terms of “behavior”, “cognition”, and “emotion”.
6. Students in the experimental group hold a positive view on the teaching of social skills with the 5E instructional model.
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Chiang, Nien-Wei, and 姜念薇. "The Effects of the Element-managed Instruction Integrated with the 5E Model on the Learning of Nervous System." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7eg3dh.
Full textAbstract:
碩士<br>國立交通大學<br>理學院科技與數位學習學程<br>105<br>The purpose of this study was to explore the effects of the 5E instructional model with Element-managed Instruction on the 7th graders’ learning of the nervous system. This study employed a quasi-experimental design, and the participants were 159 7th graders from six classes in a junior high school. The six classes were assigned into three groups which were taught the nervous system in three different ways, an integration the 5E instructional model with Element-managed Instruction (the experimental group A), a lecture with Element-managed Instruction (the experimental group B), and a lecture with general slides (the control group), respectively. After the course, a post-test and a delayed-test were given to examine the students’ learning outcomes, and the Cognitive Load Questionnaire was also administrated to measure the students’ perceived cognitive load during the class. According to results of one-way ANCOVA (analysis of covariance), there was no significant difference among the three groups in their post-test and delayed-test scores. However, based on the analysis of the students’ responses to the open-ended drawing questions in the delayed test, there was a significant difference among the three groups. In particular, the post-hoc tests showed that the students in the experimental group A scored significantly higher than those in the control group. In addition, no significant difference was found among the three groups in both their perceived intrinsic and external cognitive load of the learning materials and the learning activities based on the results of the one-way ANOVA (analysis of variance). There was, however, a significant difference among the three groups in their perceived germane cognitive load; the students in the experimental group A expressed significantly higher germane cognitive load than those in the control group. The results of this study indicate that the integration of the 5E instructional model with Element-managed Instruction helped learners select and organize the learning materials as well as construct an integrated schema of related concepts.
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Silva, Inês Diana Oliveira da. "Prática de ensino supervisionada em Ensino do 1º e 2º Ciclo do Ensino Básico." Master's thesis, 2015. http://hdl.handle.net/10198/12714.
Full textAbstract:
O estudo que aqui se apresenta teve como foco investigacional a metodologia
investigativa com crianças (Inquiry Based Learning), enquanto estratégia de ensinoaprendizagem.
O trabalho foi desenvolvido no âmbito da Prática de Ensino
Supervisionada do Mestrado de Ensino dos 1.º e 2.º Ciclos do Ensino Básico, em cinco
salas, uma do 1.º Ciclo do Ensino Básico e quatro de 2.º Ciclo do Ensino Básico, em
quatro disciplinas diferentes (Português, Matemática, História e Geografia de Portugal e
Ciências da Natureza) e que procurou integrar a natureza holística da prática docente.
Centrar a investigação nos modos de ação implicou a leitura da realidade existente e a
implementação de alternativas às praticas observadas. O quadro de referência para a
implementação de atividades investigativas com crianças foi o Modelo 5E e as
referências concetuais das abordagens de Dewey e Bruner. Estas linhas valorizam a
ação dos alunos na formulação de problemas e hipóteses, na exploração,
experimentação e pesquisa, na análise, interpretação e discussão dos dados recolhidos.
Estes procedimentos implicam a construção de significados a partir da ação e do
pensamento reflexivo, promovido através do questionamento do docente.
Trata-se de um estudo de multicaso (ou múltiplos contextos), revelando-se cada
contexto de intervenção como um caso de análise. O estudo assenta numa abordagem
qualitativa, de cariz interpretativo, que utilizou a investigação-ação como metodologia.
Para a recolha de dados, foram utilizados questionários às crianças, em diferentes
momentos, entrevistas e questionários às professoras cooperantes, reflexões pessoais
sobre o processo e notas de campo. A análise dos dados situou-se numa linha
quantitativa e qualitativa, usando a descrição e a interpretação para aceder às
perspetivas e práticas assumidas, ao logo do processo. Os dados revelam algumas das
vantagens da IBL em contexto escolar, bem como as dificuldades que esta metodologia
encontra, ao ser implementada com crianças que estão mais habituadas a ouvir e
executar do que a investigar.
Os resultados obtidos na investigação-ação, que emergiram da aplicação de vários
instrumentos de recolha de dados, aplicados a um total de 90 crianças, de 5 professores
e da realização, em contexto, de EEA baseadas na estratégia IBL que, quando
comparada à estratégia transmissiva, apresenta mais vantagens para as crianças, sendo
enunciadas mais desvantagens para os professores.<br>The study presented in this document follows an Inquiry Based Learning (IBL)
methodology as teaching learning strategy for children. The work was developed in the
context of the Supervised Teaching Practice subject of the Master degree in 1st and 2nd
Cycle Education, in five classrooms, one of the 1st cycle of basic education and four of
the 2nd cycle of basic education. It was applied in four different subjects (Portuguese,
Mathematics, History and Geography of Portugal and Sciences), aiming to integrate the
holistic nature of the teaching practice. Centring the research in the action methods
required the understanding of the existing reality and the implementation of alternative
practices. The reference framework for the implementation of the research activities with
children was the 5E Model, as well as the conceptual references of Dewey and Bruner.
These lines value the children’s actions in several aspects, including the problem
statement, the exploration, experimentation and research, in the analysis, interpretation
and discussion of the collected data. These procedures result in the building of meaning
from the actions and from the reflection, promoted though questioning.
It is a multi-case study (or multi-context), in which each context is an analysis case.
The study follows a qualitative, interpretative, approach, through an action-research
methodology. Data was collected through questionnaires performed to children in different
moments, interviews and questionnaires to the cooperating teachers, personal reflections
about the process and field notes. Data was analysed both through a qualitative and a
quantitative approach, using description and interpretation to reveal the perspectives and
practices assumed along the process. Data revealed some of the advantages of the IBL in
school context, as well as some difficulties that this methodology has when implemented
with children that are more used to listen that to research.
Several instruments where used to collect data from a total of 90 children and 5
teachers that, together with the application, in context, of IBL strategy based EEA
following an action-research methodology, reveal that, when compared with the
transmissive strategy, they concentrate more advantages to the children, although
announcing more disadvantages for the teachers.
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Chen, Hui-Chun, and 陳惠君. "The Effect upon Eighth Graders in Science Learning Based on Scientific Writing Integrated with 5E Learning Cycle Teaching Model." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/19425780407880991951.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>101<br>The purpose of this research is to investigate and cross-refer the effect on gender and eighth graders’ learning achievement, science process skill, and learning motivation when scientific writing integrated with 5E learning cycle teaching model was employed in science classes. This research was conducted under unequal group pretest-posttest design of quasi-experimental methodology. The researchers designed a series of teaching activities specifically for the course of mechanics. Participants were students from three eighth grade classes and divided into two experimental groups and one control group. One experimental group (N=32) was subjected to scientific writing integrated with 5E learning cycle teaching model, while the other one (N=33) was performed with 5E learning cycle teaching model directly, and students were taught by the lecture method in control group (N=30). The quantitative data were harvested from the analysis of pre-test and post-test of learning achievement test designed by the researchers, the test of integrated science process skills (TIPS II) (Burns, Wise, &; Okey, 1983), and the questionnaire of students’ motivation toward science learning (Tuan, Chin, &; Shieh, 2005). Moreover, ANCONA and descriptive statistics were included in quantitative data analysis, and qualitative materials included students’ worksheets, classroom observations, and semi-structured interviews.
The result of the research revealed that implementing scientific writing integrated with 5E learning cycle teaching model in science classes can enhance students’ learning achievement, science process skill, and learning motivation. The one way analysis of covariance indicated the statistically significant differences (p<.05) between the experimental group using scientific writing integrated with 5E learning cycle teaching model and the control group in learning achievement and ALS. Also, the boys in the experimental group implementing scientific writing integrated with 5E learning cycle teaching model showed the statistically significant differences (p<.05) among learning achievement, overall learning motivation, ALS and LES compared with the control group.
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Chia-Hao, Li, and 李家豪. "Effects of 5E Instructional Model on Junior High School Students’ Conceptual Changes in “Solving Quadratic Equation with One Unknown by Completing The Square”." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/25423398258357851203.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>97<br>The study aimed to investigate the conceptual changes of the 8th grade students learning “solving quadratic equation with one unknown by completing the square.” The major research method was the case study of the qualitative research methodology along with quantitative analysis. The participants were 36 8th grade students in Taichung County. In the first stage, the participants’ conceptual changes in “solving quadratic equation with one unknown by completing the square” were diagnosed. The 5E instructional activities and worksheets were designed to be administered in remedial instruction. After that, the participants’ conceptual changes were analyzed. In the second stage, six participants were chosen and their conceptual changes were investigated through interviews. Data collection included a pretest, posttest, worksheets, students’ reflections, video data of classroom observation, and interviews.
The results of this study were as follows.
1.The types of students’ alternative concept were: (1) confusing polynomial with equation (2) ignoring the coefficient of in quadratic polynomial with one unknown can be negative (3) ignoring the negative square root (4) Using across-multiplication and unable to solve the quadratic equation with one unknown (5) concepts of multiplicative identities are wrong and unable to complete the square.
2.The main causes of alternative concept were: (1) the disturbance of other concepts (2) the interpretation of instructors (3) the instrumental understanding.
3.After applying the 5E instructional model in “solving quadratic equation with one unknown by completing the square”, there were salient effects on 8th grade students’ conceptual changes.
4.The adoption of 5E instructional model was more helpful for middle and low-level students.
5.The conceptual changes mainly occurred in the stages of “exploration” and “explanation.”
Key Words：Completing the square, Quadratic equation with one unknown, 5E instructional model, Alternative conception, Conceptual change.
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Yeh, Ling-Chun, and 葉玲君. "The Influence on Learning the Concepts of Nanotechnology for the third-Grade Primary Students Through “5E Learning Cycle” and “Ausubel Expository Learning Model”." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/95848186597459999093.
Full textAbstract:
碩士<br>朝陽科技大學<br>應用化學系<br>103<br>This research aims to understand the learning result, learning remaining result and the attitude towards to science learning of Nanotechnology concept in different science grade, different course satisfaction and different gender groups after using ‘‘5E Learning Cycle’’ and ‘‘Ausubel Expository Teaching theory’’ teaching strategies. Nanotechnology concept tests, learning lists, scientific attitude scale and interviews were used in this study.scientific attitude scale.
Quasi-experimental research method was used in this study. The target group was the third grade students in two classes in an elementary school in Taoyuan. There were fifty two students in total. ‘‘5E Learning Cycle’’ and ‘‘Ausubel Expository Teaching theory’’ teaching strategies were used in class. Two-way ANOVA were used to analyze the data. The research results can be summarized as follow:
1.There is no significant difference between two different teaching strategies in Nanotechnology concept learning result. In ‘‘5E Learning Cycle’’ group, students who had higher grades had better learning results. There is no significant difference in ‘‘Ausubel Expository Teaching theory’’ group.
2. There is no significant difference between two teaching strategies towards to Nanotechnology concept learning remaining result. In ‘‘5E Learning Cycle’’ group, students who had higher grades had better learning remaining results. There is no significant difference in ‘‘Ausubel Expository Teaching theory’’ group.
3. The improvement of students’ scientific attitude in ‘‘5E Learning Cycle’’ group were significantly better than students in ‘‘Ausubel Expository Teaching theory’’ group. Students’ grades did not have significant effect on their scientific attitude improvement.
4. Course satisfaction had significant effect on Nanotechnology concept learning result in ‘‘Ausubel Expository Teaching theory’’ group. However, course satisfaction did not have significant effect on nanotechnology concept learning result in ‘‘5E Learning Cycle’’ group.
5. For students who received different teaching strategies, course satisfaction did not have significant effect on Nanotechnology concept learning remaining result.
6.For students who received different teaching strategies, gender did not have significant effect on Nanotechnology concept learning result, learning remaining result and scientific attitude.
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Chang, Chiung-Yu, and 張瓊瑜. "Learning Effectivenss of Applying 5E Learning Cycle Model to Life Curriculum of the Second Grade in Elementary School：Taking Sand and Soil as an Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/k4t447.
Full textAbstract:
碩士<br>朝陽科技大學<br>應用化學系<br>102<br>The study tries to investigate and explore the possibilities of differences and influences that 5E Instructional Model could bring about in learning performance and its preservation in comparison with traditional teaching models. Integrating the issue "Sand and Soil" into Life curriculum, the study also tries to understand the relations between language capability and its effects upon students' learning of scientific concepts.
50 2nd-graders from the school where the researcher is teaching currently were selected as the sample for the survey. The sample was equally divided into two groups for the purpose that the teaching methods mentioned above could be conducted to each group separately. And the sample was analyzed according to three categories, i.e. high, middle and low levels in academic achievement. The data collected could be characterized as (1) “quantitative”: Questionnaire designed for “Sand and Soil Concept” was surveyed and the data were analyzed with two-way analysis of covariance using SPSS. (2) “qualitative”: Not only interviews were conducted after the class, but learning sheets of students and teaching diaries were also well kept and analyzed.
The resultants of the study could be concluded as followed: (I) Learning performance: The learning performance of students was not influenced by the teaching models conducted. Yet, students with better academic achievement had better learning performance. (II) Learning performance preservation: (1) Five E instructional model was better than traditional teaching model for the students of middle level in academic achievement. (2) Using Five E instructional Model, students with higher academic achievement had better learning performance preservation than those with lower academic achievement. (III) Learning Performance and Language Capability: Students with high academic achievement were also better than those with middle and low academic achievement.
Suggestions: (I) The teachers should (1) design the teaching material systematically, (2) appropriately control the time and space of teaching process and (3) improve professional skills. (II) The future researchers could (1) expand the sample and (2) explore the possibility of using the Five E Instructional Model with other graders, units or subjects.
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CHIANG, YUN-FEI, and 蔣雲妃. "A Study on Effectiveness of Applying Google Classroom and 5E Inquiry Model in Biology Learning for the First Grade Students in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/q6xq2n.
Full textAbstract:
碩士<br>世新大學<br>資訊傳播學研究所(含碩專班)<br>107<br>The capabilities for inquiry and implementation have become a focus in all learning phases of natural science due to the imminent introduction of 12-year compulsory education. This study aims to find out how to assess the learning outcomes of students by exploring the best practices for inquiry-based teaching.
Based on the rules of quasi-experiment, the study used four seventh-grade classes at a junior high school in New Taipei City as the subject. The study covered a six-week period and designed class activities for the “Life of All Descriptions” module, which required two one-hour class sessions every week in the second semester of the seventh-grade school year. The experimental group comprised a total of 47 students in two classes who carried out all kinds of inquiry activities under “the integration of Google Classroom into 5E inquiry-based teaching.” The control group comprised a total of 50 students in two classes who received lectures under “traditional multimedia didactic teaching.” At the end of all teaching activities, the study conducted a cognitive assessment based on learning achievement tests, a skill assessment based on plant identification and station-rotation performance tests, and an affection assessment based on the science interest inventory. The combined results of these assessments provided the basis for a multiple assessment analysis of the performance of experimental and control groups.
The study finds that the experimental group performs better than the control group in the learning achievement test, plant identification test, and station-rotation performance test. The significant difference in performance suggests that in terms of cognition and skills, 5E inquiry-based teaching allows the experimental group to achieve better learning results than the control group. As for the performance on the science interest inventory, while both experimental and control groups show major improvements in science interests after class sessions, the overall improvement of the experimental group is significantly higher than that of the control group. The result reveals that 5E inquiry-based teaching has more influences on student affections than traditional multimedia didactic teaching.
In addition, students of the experimental group were required to fill out a survey on their acceptance of Google Classroom technology before and after class sessions because the study used Google Classroom as the teaching platform. The survey provided the basis for an analysis of their thoughts after using Google Classroom as an auxiliary learning platform. The survey’s result shows Google Classroom has a high level of acceptance among students because the overall score after class sessions is significantly higher than the overall score before class sessions.
The study finds that inquiry-based teaching indeed creates significant and positive influences on students in terms of cognition, skills and affection. Also, the integration of Google Classroom into 5E inquiry-based teaching is able to enhance the convenience of teaching and learning.
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Su, Yu-Nan, and 蘇育男. "The integrated of the Tyson’s multidimensional framework into 5E teaching model for developing events of heart and temperature for the students at junior high level." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/13742137849709346103.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>97<br>This research focuses on how the researcher develops a suitable conceptual change teaching model in real-life teaching environment. This research integrated Tyson’s multidimensional framework into 5E teaching model, from perspective of epistemology, the 5E teaching model in each stage satisfied the four conditions of conceptual change model (CCM: dissatisfied, intelligible, plausible and fruitful), boosting up students to change their concept. Besides, after analyzing the subject concept and content of teaching materials from a ontology perspective, concept changes within and across ontological categories are integrated in the content of teaching materials to help students for a conceptual change. Moreover, in social/affective aspect, researchers use 5E teaching model allowing students to socially interact closely with each other, encouraging students to think, exploring self studying strategy, and produce concepts change.
The research involves two classes, each consists of 30 students, as the experimental group and control group respectively. The experimental group, is taught by Conceptual Change Teaching in contrary to Text Book Teaching of the control group. The result of the research indicates that in terms of exam results, both groups improved their performance after receiving teaching, but the improvement on the experimental group is greater than the control group. In terms of learning motivation, the overall motivation of the experimental group is obviously greater than the control group (p <0.05). There are also obvious differences in terms of SLV, AG and LES.
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Wu, Hsiao-Ching, and 吳曉青. "An Action Research of Integrating Google Classroom with 5E Model on the Effects of Students’ Interest ─ A Case of 7th Grade"Science and Life Technology" Curriculum." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/bqh9sh.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>104<br>The study aims to investigate the integration of the interactive Google Classroom into 5E model science teaching process, this study investigated the relationship of junior high students'' situational interest to demonstrate the difficulties encountered and possible solutions, and teacher professional development. this research adopted action research method to implement in a regular class of 30 7th graders. The content of teaching was the 26 courses.the Biology curriculum comprises an "Nervous system"," Homeostasis", "Reproductive" and " Genetics" unit. the questionnaires were administered to 30 students and semi-structured interviews of selected students were conducted. The qualitative analysis was adopted in treating the data collected from teacher reflection journals, students’ interviews, learning sheets and video-taping in classes. The collected data was analyzed through triangulation and categorized into diverse research issues. The results showed that after implementing Google Classroom into 5E model, the low-level interest students group of triggered situational interest increased. The result is as follows:
First: the results showed that after implementing Google Classroom into 5E model, the low-level interest students group of triggered situational interest increased.
Second: the different groups of students interested in the implementation of Google Classroom into 5E teaching model science teaching process, "Engagement" phase of ascension "triggered situational interest stage," the "low-levle interest groups" feeling more than other groups. "Exploration", "Explanation" and "Elaboration" phase of ascension "maintained situational interest stage" the "low-levle interest groups" feeling less than other groups. All students have a more "Value of Interest" feel. The findings suggested that the students perceived the following teaching Puzzle to have less their situational interests: "teaching strategies," "learning sheets", "lack of time", "use the web 3C troubled".
Third, the implementation of "Google Classroom into the 5E model" strategy, such as: schools need to promote apps domain and provide a suitable learning environment and teaching resources. Teachers continued investment in the design and implementation of Google classroom into 5E Model, and classroom management. Early Students information competency and cooperative learning.
Fourth, this action research to reflect growing on helpful information, curriculum design, teaching and classroom management.
Research suggests that teachers into the 5E model to Google Classroom Teaching enhance students ''interest in learning, students in the self-regulating ability of policy and teachers'' professional quality. Recommend areas of information in cooperation with other curriculum areas, we expect students to practice self-learning network cloud vision.
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王騰饒. "A Study of Problem-Solving Mechanism of Ninth-Grade Students in “5E” Inquiry Teaching Model Integrating into A Multidimensional Framework for Conceptual Change and IRMAA Problem-Solving Strategies to Develop “Rotational Motion and The Torque”." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/48327251392117280094.
Full textAbstract:
碩士<br>國立彰化師範大學<br>物理學系<br>99<br>This main purpose of this study was designed a multidimensional framework for conceptual change and “IRMAA” problem-solving strategies integrating, into“5E” inquiry teaching model, to develop the teaching material in the unit, “Rotational Motion and The Torque,”to investigate the problem-solving mechanism of the Ninth-grade students.The primary study method use case study,supplemented by quantitative data. The subjects of the study were from four classes, which included 121 ninth-grade students and every two classes are respectively labeled as an experimental group and a control group, in junior high school in Taichung.The study selected 10 students from the experimental group. According to the contents that students described problem solving process,and the transcripts of interview ,to investigate the problem-solving in the mechanism after solving test questions. The specific results of this study are summarized as follows:
1.The experimental group that was taught by a multidimensional framework for conceptual change and “IRMAA” problem-solving strategies integrating “5E” inquiry teaching model performed significantly better than the control group that was taught by cooperative learning-group discussion in the learning effect and problem-solving effect.
2. When students in problem-solving elements of problem-solving mechanism:
(1) The quality of conceptual knowledge will affect the problem-solving.
(2) Problem solving sequence of steps will affect problem-solving.
(3) The amount of information used in each step by IRMAA Problem-solving strategies.
3. Each steps of IRMAA problem-solving strategies can be used as assessment Instrument for student problem-solving .