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Journal articles on the topic '5E modeli'

Author: Grafiati
Published: 3 June 2025
Last updated: 22 June 2025

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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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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11

Bostan Sarıoğlan, Ayberk, and Ayşe Çelik. "Sorgulamaya Dayalı Öğrenmenin Ortaokul 5. Sınıf Öğrencilerinin Fikirleri Üzerine Etkisinin Kelime İlişkilendirme Testi Kullanılarak Belirlenmesi." Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi) 5, no. 2 (2021): 138–59. http://dx.doi.org/10.46328/bestdergi.55.

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Bu çalışmanın amacı, sorgulamaya dayalı öğrenme yaklaşımının ortaokul beşinci sınıf öğrencilerinin sürtünme kuvveti konusunda başarılarına ve öğretim hakkında görüşlerine etkisinin araştırılmasıdır. Araştırmada karma araştırma yöntemlerinden açıklayıcı sıralı desen modeli kullanılmıştır. Çalışma Marmara Bölgesinde bulunan bir devlet ortaokulunda gerçekleştirilmiştir. Çalışmaya beşinci sınıfta öğrenim gören toplam 55 (28 kontrol grubu, 27 deney grubu) öğrenci katılmıştır. Deney grubunda araştırmacılar tarafından hazırlanan 5E öğrenme modelinin kullanıldığı sorgulamaya dayalı öğrenme yaklaşımı ile öğretim gerçekleştirilirken kontrol grubunda fen bilimleri dersi öğretim programına uygun ders işlenmiştir. Araştırma kapsamında uzman görüşü alınarak araştırmacılar tarafından hazırlanan kelime ilişkilendirme testi her iki gruba da ön test-son test olarak uygulanmıştır. Öğrencilerin sorgulamaya dayalı öğretim hakkındaki görüşlerini inceleyebilmek için öğretim sonrası deney grubundaki altı öğrenci ile yarı-yapılandırılmış görüşme yapılmıştır. Kelime ilişkilendirme testi sonuçlarına göre, deney grubu öğrencilerinin ön test-son testleri incelendiğinde kontrol grubu öğrencilerine göre daha başarılı olduğu sonucuna ulaşılmıştır. Yarı yapılandırılmış görüşmeler sonucunda öğrencilerin sorgulamaya dayalı öğrenme yaklaşımı ile gerçekleştirilen dersi öğretmenin aktif olduğu diğer derslere göre tercih ettikleri sonucuna ulaşılmıştır. İleriki araştırmalarda sorgulama temelli öğretimin öğrencilerin öğrenmeleri üzerindeki etkinliğini belirlemede farklı alternatif değerlendirme yöntemlerinin kullanıldığı çalışmalar yürütülebilir.
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Nur KARA, Hatice, Ayşe Nur ASLAN, and Fulya TOPÇUOĞLU ÜNAL. "WEB 2.0 TASARIM ARAÇLARI VE 5E ÖĞRENME MODELİ KULLANILARAK OLUŞTURULAN TÜRKÇE DERSİ ETKİNLİK ÖRNEKLERİNE İLİŞKİN ÖĞRETMEN GÖRÜŞLERİ." International Journal of Language Academy 37, no. 37 (2021): 88–107. http://dx.doi.org/10.29228/ijla.50829.

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Ünveren, Dilek. "Özel Yetenekli Öğrencilerde Türkçe Eğitiminin İncelenmesi: BİLSEM ve Destek Eğitim Odaları." Ana Dili Eğitimi Dergisi 13, no. 1 (2025): 179–98. https://doi.org/10.16916/aded.1569015.

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Bu çalışmada özel yetenekli öğrencilerde Türkçe eğitim süreçlerinin incelenmesi amaçlanmıştır. Araştırma nitel araştırma modellerinden doküman incelemesi yönteminde yürütülmüştür. Bu bağlamda, Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğünce çıkarılan ‘Özel Yetenekli Öğrenciler İçin Destek Eğitim Odası Etkinlikleri’ kitabı ile Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğünce çıkarılan ‘Bilim ve Sanat Merkezleri Türkçe Alanı Yardımcı Ders Materyali’ adlı kitaplar taranmıştır. Söz konusu materyallerde içerik ve içeriğin ele alınışı incelenmiştir. Bu bağlamda; ‘Özel Yetenekli Öğrenciler İçin Destek Eğitim Odası Etkinlikleri’ adlı kitapta; kazanımlar, etkinlikler ile yöntem ve teknikler incelenmiş, 5E Modeli ile gerçekleştirilen bir etkinlik örneği sunulmuştur. BİLSEM Türkçe Alanı Yardımcı Ders Materyali de aynı şekilde incelenmiş; kitaptaki etkinlikler, ana dili eğitiminde yararlanılan disiplinler, temalar, Türkçe eğitimi alanı kapsamında etkinlikler üzerinden kazandırılacak başlıca kavramlar belirlenmiştir. Söz konusu materyallerde üstün yetenekli çocuklara hazırlanan kazanım ve etkinlikler incelendiğinde bu etkinliklerin olağan gelişim gösteren öğrencilere göre daha zorlayıcı ve soyut bir düzlemde olduğu görülmektedir. Ayrıca, bakanlık tarafından hazırlanan bu kitaplardaki kazanım ve etkinliklerin süreç, içerik ve ürün faktörlerinin zenginleştirilip farklılaştırıldığı görülmektedir. Sonuç olarak, Millî Eğitim Bakanlığının bakış açısı, üstün yetenekli çocukların normal gelişim gösteren akranlarından bilişsel anlamda daha üst düzeyde yer aldıkları yönündedir ve onlara yönelik planlama ve eylemler de bu doğrultuda gerçekleştirilmektedir. Bu bağlamda, özel yeteneklilere yönelik hazırlanan araç gereçlerde onların ihtiyaçlarının ve bilişsel gelişimlerinin farkında olarak kazanım, etkinlik ve temaların tasarlandığı ve uygulamaların da bu yönde beklendiği söylenebilir.
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Dede, Hülya. "Yaşam Temelli Öğretim Yaklaşımına Dayalı 5E Modeli Kullanımının Öğretmen Adaylarının Ölçme Değerlendirme Dersine Yönelik Tutum ve Özyeterlik Algıları Üzerine Etkisinin İncelenmesi." Kastamonu Eğitim Dergisi 27, no. 6 (2019): 2547–58. http://dx.doi.org/10.24106/kefdergi.3432.

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DERMAN, Ayşegül, and Özlem BADELİ. "4. Sınıf “Saf Madde ve Karışım” Konusunun Öğretiminde 5e Modeli ile Desteklenen Bağlam Temelli Öğretim Yönteminin Öğrencilerin Kavramsal Anlamalarına ve Fene Yönelik Tutumlarına Etkisinin İncelenmesi." Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 17, no. 4 (2017): 1860–81. http://dx.doi.org/10.17240/aibuefd.2017.17.32772-363969.

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Köngül, Özge, and Mehtap Yıldırım. "Effects of STEM applications on the scientific process skills and performance of secondary school students." Journal of Human Sciences 18, no. 2 (2021): 159–84. http://dx.doi.org/10.14687/jhs.v18i2.6066.

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In this study, it was aimed to examine the effect of STEM applications on the scientific process skills and process performance of 6th grade secondary school students. Convergent parallel design, one of the mixed research designs, was used in the study. The sample of the study consists of 35 6th grade students studying at a public school in the district of Küçükçekmece, Istanbul in the 2018-2019 academic year. Three STEM lesson plans developed by the researchers were implemented for six weeks. Scientific Process Skills Test was used as a data collection tool in the quantitative part of the research. In the qualitative part, activity papers were used. While the data obtained in the scientific process skills test were analyzed using a statistics program, the activity papers were analyzed with descriptive analysis. As a result of the study, it was seen that science teaching supported by STEM applications positively affected the scientific process skills and improved the process performance of the students positively. Özet Bu araştırmada, STEM uygulamalarının ortaokul altıncı sınıf öğrencilerinin bilimsel süreç becerilerine ve STEM performanslarına olan etkisinin incelenmesi amaçlanmıştır. Araştırmada karma araştırma desenlerinden iç içe karma desen kullanılmıştır. Araştırmanın çalışma grubunu 2018-2019 eğitim-öğretim yılında İstanbul Küçükçekmece ilçesinde bir devlet okulunda okuyan 35 öğrenci oluşturmaktadır. Araştırmacılar tarafından geliştirilen üç STEM ders planı ve bir ön etkinlik planı olmak üzere dört uygulama yapılmıştır. Çalışma grubu öğrencilerine STEM uygulamaları ile desteklenmiş fen öğretimi 5E modeli kapsamında verilmiştir. Etkinlikler sınıf ortamında ve sınıf dışı alanda gerçekleştirilmiştir. Öğrencilere "Bilimsel Süreç Becerileri Testi" ön ve son test olarak uygulanmıştır. Öğrencilerin öğrenme sürecindeki STEM performanslarını öğrenebilme amacıyla "Etkinlik Kâğıdı" uygulama sürecinde öğrencilere uygulanmıştır. Araştırma toplam altı hafta sürmüştür. Veri toplama aracı olarak araştırmanın nicel kısmında Bilimsel Süreç Becerileri Testi kullanılmış ve veriler bir istatistik programı kullanılarak analiz edilmiştir. Çalışmanın nitel kısmında ise uygulama ile ilgili etkinlik kâğıtları kullanılmış ve betimsel analiz ile incelenmiştir. Araştırmanın sonucunda STEM uygulamaları ile desteklenmiş fen öğretiminin öğrencilerin bilimsel süreç becerilerinde anlamlı farklılık yarattığı ve STEM performanslarını olumlu yönde etkilediği görülmüştür.
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Chai, Wan Luen, and Nyet Moi Siew. "THE EFFECTS OF 5E INQUIRY LEARNING MODEL AND COOPERATIVE LEARNING INTEGRATION ON LEVEL FOUR SCIENCE PROCESS SKILLS OF FORM FOUR STUDENTS." International Journal of Education, Psychology and Counseling 8, no. 52 (2023): 01–19. http://dx.doi.org/10.35631/ijepc.852001.

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The purpose of this study is to determine the effects of teaching and learning methods based on the 5E Cycle Inquiry Learning Model and the Cooperative Learning Model (5E-CL) on the five constructs of Level Four Science Process Skills (L4SPS), namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning module was developed as a guide for teachers in implementing the 5E-CL method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of the study intervention. The quasi-experimental study was carried out on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) Learning based on the 5E Inquiry Learning Model and Cooperative Learning (5E-CL, n=60), ii) Learning based on the 5E Inquiry Learning Model (P5E, n=60), and iii) Traditional Learning (TrL, n=60) in an urban secondary school in Lawas district, Sarawak. Study data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results of the study showed that there was a statistically significant effect across the three groups of teaching and learning methods [F(2, 176)=31.819, p<0.01]. The results of the study also show that there is a statistically significant effect of the 5E-CL method compared to the 5E and TrL methods on the five L4SPS constructs. As for the effect size, the 5E-CL method as a whole provides a large effect size magnitude compared to the 5E and TrL methods. Overall, the findings of this study prove that the 5E-CL method has positive implications on the mastery of L4SPS among Form Four students.
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Wang, Xueyan, and Huiying Yang. "Strategies for Enhancing English Learning Ability among Secondary Vocational School Students Based on the 5E Instructional Model." International Journal of Languages, Literature and Linguistics 10, no. 1 (2024): 36–39. http://dx.doi.org/10.18178/ijlll.2024.10.1.480.

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In order to effectively improve the communication skills and cross-cultural language perception of secondary school students in English and to promote their overall development. This paper analyses the current background of the era of vocational education, the curriculum standards of secondary English, the current situation of English learning for secondary students, proposes the 5E Instructional Model, specifically explains the five aspects of the 5E instructional model: engagement, exploration, explanation, elaboration and evaluation, discusses the application of the 5E Instructional Model in English learning, improves teaching methods, optimises the teaching structure and enhances the core literacy of English learning ability.
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Monteiro, Fábio Ferreira, Marcello Ferreira, Olavo Leopoldino da Silva Filho, and Wendell da Silva Cruzeiro. "Modelo 5E e aprendizagem por descoberta." Plurais Revista Multidisciplinar 6, no. 2 (2021): 138–59. http://dx.doi.org/10.29378/plurais.2447-9373.2021.v6.n1.12212.

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A abordagem didática sobre a luz, no Ensino Médio, é usualmente realizada de maneira fragmentada e descontínua. Ela aparece em momentos curriculares distintos, como no estudo da óptica, da ondulatória, do eletromagnetismo, e, geralmente, não é reconhecida como fenômeno físico contemporâneo. Nesse sentido, com base em uma articulação entre a teoria psicológica de aprendizagem por descoberta, de Jerome Bruner, e a metodologia de ensino de ciências baseada na investigação na perspectiva 5E (Engage, Explore, Explain, Elaborate, Evaluate), este artigo discute a possiblidade de uma intervenção didática de quatro aulas, na qual o estudo da luz é usado como tema transversal, de modo que a óptica, a ondulatória, o eletromagnetismo, e algumas tecnologias modernas são apresentadas como temas-satélites em uma abordagem de ensino por descoberta.
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Palmero Pantoja, Martín. "UN MODELO SVAR PARA LA ECONOMÍA BOLIVIANA." INVESTIGACION & DESARROLLO 14, no. 1 (2014): 81–99. http://dx.doi.org/10.23881/idupbo.014.1-5e.

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Açışlı, Sibel. "Material design based on 5E Learning model on physics laboratory applications." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 256–64. http://dx.doi.org/10.18844/gjhss.v3i1.1773.

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Baptist, Kijambu John, D. N. Utami, Bambang Subali, and S. Aloysius. "EFFECTIVENESS OF PROJECT-BASED LEARNING AND 5E LEARNING CYCLE INSTRUCTIONAL MODELS." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 4, no. 1 (2020): 55–69. http://dx.doi.org/10.21831/jk.v4i1.27107.

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This study was aimed at determining and comparing the effectiveness of project-based learning and 5E learning cycle instructional models in improving the acquisition of new biological knowledge related to the human immune system. This quasi experiment study with a pretest-posttest non-equivalent control group design was conducted in SMAN 1 and SMAN 8 Yogyakarta, Indonesia during the academic year 2018/2019. A cluster sampling technique was used to select 3 eleventh grade classes of natural science from each school. The criterion referenced essay test was used to measure the students’ learning achievements and the data collected were analyzed using SPSS version 23. The results show that both PjBL and 5E learning instructional models were effective to improve the students’ ability to acquire new biological knowledge related to the human immune system. PjBL model was more effective than 5E learning cycle model in improving the students’ ability to acquire new biological knowledge related to the human immune system.
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Ganggul, Kristisnus, and Sudarsana Ida Bagus Oka. "Penerapa Model Pembelajaran Learning Cycle 5e Dapat Meningkatkan Hasil Belajar Ekonomi Siswa Kelas X IPS I SMA Dharma Praja Denpasar Tahun Pelajaran 2019/2020." Arthaniti Studies 1, no. 2 (2021): 40–46. https://doi.org/10.5281/zenodo.4632505.

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Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui model pembelajaran <em>Learning Cycle 5E</em> di kelas X IPS SMA Dharma Praja Denpasar tahun pelajaran 2019/2020. Objek penelitian Penerapan Model Pembelajaran <em>Learning Cycle 5E</em> Untuk Meningkatkan Hasil Belajar Ekonomi Siswa Kelas X IPS I SMA Dharma Praja Denpasar Tahun Pelajaran 2019/2020. Setelah diterapkan Model Pembelajaran <em>Learning Cycle 5E</em> pada siklus I mengalami peningkatan jumlah nilai menjadi 2,585 dengan rata-rata 73,85 Daya serap 73,85% serta ketuntasan klasikal 68,57. Pada siklus II Hasil belajar siswa semester II kelas X IPS I SMA Dharma Praja Denpasar mengalami peningkatan nilai yang sangat memuaskan yaitu 2.819 dengan rata-rata 80,54 Daya serap 80,54% dan ketuntasan klasikal 91,42%Berdasarkan hasil belajar pda refleksi awal, siklus I dan siklus II dapat disimpulkan bahwa Penerapan Model Pembelajaran <em>Learning Cycle 5E</em> Dapat Meningkatkan Hasil Belajar Ekonomi Siswa Kelas X IPS I SMA Dharma Praja Denpasar Tahun Pelajaran 2019/2020. &nbsp;
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Bello, Vilcapoma ViariViari, Carbonero María Ysabel Candela, and Pariona Rubén Gil Auris. "MODELO 5E EN LA MEDIACIÓN PEDAGÓGICA PARA EL LOGRO DE LAS COMPETENCIAS EN EL ÁREA DE CIENCIA Y TECNOLOGÍA." AULA VIRTUAL 5, no. 12 (2024): (928–947. https://doi.org/10.5281/zenodo.13312708.

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La mediaci&oacute;n pedag&oacute;gica intenta restituir la prominencia al sujeto en el proceso del aprendizaje para lo cual busca alejar de la ense&ntilde;anza un rol pasivo y receptor. El objetivo es analizar las metodolog&iacute;as que determinen la relaci&oacute;n entre el Modelo 5E y la mediaci&oacute;n pedag&oacute;gica para alcanzar el logro de las competencias, para lo cual v&iacute;a an&aacute;lisis bibliogr&aacute;fica se busca establecer el dise&ntilde;o, para la evaluaci&oacute;n de la ense&ntilde;anza-aprendizaje bajo el modelo de 5E en el &aacute;rea de ciencia y tecnolog&iacute;a. En la metodolog&iacute;a se consider&oacute; un estudio cualitativo de revisi&oacute;n documental para lo cual se consider&oacute; 29 investigaciones de la data de revistas indexadas de Scopus, Scielo y Latindex. Se concluye que el M&eacute;todo 5E garantiza un aprendizaje s&oacute;lido, en raz&oacute;n de que a trav&eacute;s de los m&eacute;todos cient&iacute;ficos edifica los nuevos conocimientos y permite alcanzar una mejor formaci&oacute;n en el curso de ciencia y tecnolog&iacute;a, la cual se fortalece con la pr&aacute;ctica de diversas estrategias did&aacute;cticas, desde un enfoque de indagaci&oacute;n; sin embargo, para alcanzar la calidad educativa se requiere que los docentes est&eacute;n sujetos a una constante capacitaci&oacute;n
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Garzon, Julius R., and Leomarich F. Casinillo. "5E Guided Inquiry Model and Students' Attitude and Achievement in Algebraic Expressions." Review of Socio-Economic Research and Development Studies 5, no. 1 (2021): 1–22. https://doi.org/10.5281/zenodo.5082258.

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Many students are struggling to learn the concept of algebraic expressions due to poor understanding of how to perform&nbsp;mathematical&nbsp;operations. A 5E guided inquiry model is one of the teaching strategies utilized to support students think and work mathematically. Hence, this study was conducted to examine the effect of 5E Guided Inquiry Model on the achievement of grade 7 students in algebraic expressions. Two intact classes composed of twenty four (24) students each were used as sample assigned to groups based on their first grading grade in Mathematics 7. Control group was taught using traditional strategy while the experimental group was taught using 5E guided inquiry model. Quasi-experimental approach was employed using one-shot experimental design with pretest-posttest instrument used to collect data. Results showed that both student participants under control and experimental group have the positive attitude towards mathematics. This expresses comparable affective aspect among students when they both underwent the model used in this study. The attitude of student participants is not significantly related to their achievement in algebraic expressions. In addition, the achievement in algebraic expressions of students exposed to 5E guided inquiry model significantly higher compared to the achievement of students exposed to traditional strategy. Hence, teaching algebraic expressions with the aid of 5E Guided Inquiry Model gives a positive impact on students&rsquo; academic achievement.
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Patel, Devangna Anilbhai. "Effects of 5E learning Cycle Model on Achievement in Social Science of Std-8." International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (2019): 1836–37. http://dx.doi.org/10.31142/ijtsrd21726.

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Nasir, Muh. "Pengaruh Pembelajaran Model 5E Melalui Pendekatan Saintifik Terhadap Kemampuan Berargumen Siswa pada Materi Ekologi." Bioconcetta 4, no. 1 (2018): 31–40. http://dx.doi.org/10.22202/bc.2018.v4i1.2734.

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Gandhi, Ayushkumar, and Dr. Sudhirkumar Tandel. "Beyond Constructivism: Examining How the TIGER Model Enhances Remedial and Mastery Learning in Mathematics." International Journal of Advance and Applied Research 6, no. 20 (2025): 45–49. https://doi.org/10.5281/zenodo.15348085.

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It is essential to implement teaching methods which ensure remedial services alongside mastery learning capabilities alongside fostering conceptual understanding in mathematics instruction. This conceptual paper completes two goals: (1) it describes the theoretical bases behind Constructivist 5E Model and TIGER Model applications in math education while (2) it proposes an updated system for math education that enhances TIGER Model learning cycles. This paper examines learning theories including constructivism theory by Piaget Vygotsky Bruner as well as master learning theory by Bloom Guskey while making references to educational policy and research publications (NEP 2020 NCF 2005 NCFSE 2023). The research utilizes comparative pedagogical methods to show how the TIGER Model achieves results better than constructivist design through its precise feedback systems and continuous monitoring and planned corrective measures. The TIGER Model extends beyond the 5E Model concept acquisition by maintaining student concept retention through its structured facilitation with remediation cycle.
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Ajayi, Victor Oluwatosin, Emmanuel Edoja Achor, and Emmanuel Eriba Otor. "Improving Teaching Quality in Science Education using Kolb's Learning Model and 5E Learning Model." Journal of Research in Curriculum and Teaching, Benue State University, Makurdi 11, no. 1 (2019): 1–13. https://doi.org/10.5281/zenodo.13341806.

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The study investigated if Kolb&rsquo;s and 5E learning models could improve teachers&rsquo; teaching quality in science education subjects such as biology, chemistry and physics. A sample of 298 students from 9 purposively selected secondary schools out of a population of 4,421 Senior Secondary II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The study adopted quasi experimental research design of pretest, posttest and non-equivalent type. The instrument used for data collection was Science Education Teaching Quality Inventory (SETQI) with reliability value of 0.83 using Cronbach Alpha. Three research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean teaching quality scores of biology teachers as assessed by students taught biology using Kolb&rsquo;s learning model (KLM), 5E learning model (5ELM) and discussion method (DM) [F 2, 98 =431.009, P&lt;0.05]. It was found that there was significant difference in the mean teaching quality scores of chemistry teachers as assessed by students taught chemistry using KLM, 5ELM and DM [F 2, 97 =247.001, P&lt;0.05]. It was revealed that there was significant difference in the mean teaching quality scores of physics teachers as assessed by students taught physics using KLM, 5ELM and DM [F 2, 100 =323.001, P&lt;0.05]. It was recommended among others that serving science teachers should employ the use of Kolb&rsquo;s and 5E learning models in other to enhance the quality of their teaching and invariably enhance students&rsquo; learning quality in Science Education.
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Sari, Mutia, Rahmawati Darussyamsu, Irma Leilani Eka Putri, and Syamsurizal Syamsurizal. "The Effect Of 5E Learning Cycle Models Containing Science Literacy on Students’ Learning Competencies in Additives and Addictive Substances Material at Junior High School 18 Padang." Jurnal Atrium Pendidikan Biologi 4, no. 1 (2019): 74. http://dx.doi.org/10.24036/apb.v4i1.4849.

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This research is based on the problems that exist in the junior high school 18 Padang, namely the learning model that is less varied, student competence is still low, and learning is teacher centered. The effort that can be done is the application of learning cycle 5E learning model that contains scientific literacy to additives and addictive substances. The purpose of this study was to determine the effect of the learning cycle 5E with scientific literacy on the learning competencies of Grade VIII students at junior high school 18 Padang. This research is a quasi-experimental study with a randomized control group posttest only design. The study population was eighth grade students of SMP Negeri 18 Padang 2018/2019 academic year consisting of eleven classes. The research sample was taken using purposive sampling technique, the results of which were selected class VIII.3 as the experimental class and class VIII.4 as the control class. The results of data analysis found that the competency data of knowledge, attitudes, and skills of homogeneous and normal learners. Hypothesis test results are known that knowledge competencies (2,60&gt; 1,67), competency attitudes (4,26&gt; 1,67, and skills competency (3,33&gt; 1,67) So it can be concluded that the learning cycle 5e model with scientific literacy has a positive effect on participants' learning competencies in additives and addictive substances in the junior high school 18 Padang. Keywords: learning cycle 5E, sains literation, learning competency.
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Ziya Alper, Kaya, and Akkus Hüseyin. "THE EFFECT OF 5E LEARNING CYCLE MODEL ON ACADEMIC ACHIEVEMENT IN ACID-BASE UNIT: A META-ANALYSIS STUDY." ILIM 39, no. 1 (2024): 16–32. http://dx.doi.org/10.47751/skpu.1937.v39i1.2.

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This study conducted a meta-analysis of studies examining the effect of the 5E learning cycle model on students' academic success in an acid-bases unit. For this purpose, national studies published between 2000-2022 were scanned from various databases (YÖK National Thesis Center, Google Scholar, Dergipark), and a meta-analysis of eight studies was made according to inclusion criteria. A comprehensive Meta-Analysis (CMA) statistical program was used for analysis. Hedges's g coefficient was used while calculating the effect sizes, and the confidence level was accepted as 95%. A funnel plot was drawn to determine the publication bias, and Rosenthal's N analysis was performed. Since the studies were conducted at different cities, samples, and class levels, the effect size was calculated according to the random effect model. According to the results, Hedges's g coefficient was 1.845, and the standard error was 0.393. From this point of view, it was concluded that the effect of the 5E learning cycle model on the academic success of the students in the acid-base unit was excellent, positive, and significant.
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Garcia i Grau, Francesc, Cristina Valls Bautista, and Mercè Gisbert Cervera. "Diseño e implementación de un cambio metodológico en el ámbito científico mediante la gamificación y el modelo de las 5E." Edutec. Revista Electrónica de Tecnología Educativa, no. 66 (December 28, 2018): 65–78. http://dx.doi.org/10.21556/edutec.2018.66.1187.

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La presente investigación pretende describir el diseño y la implementación de un cambio metodológico en la asignatura de Física y Química en 3º de la ESO, con el objetivo de motivar a los estudiantes y conseguir una mejora en su rendimiento académico. El cambio metodológico se basa en el uso de la gamificación, mediante la plataforma Classcraft, y el uso del modelo constructivista de las 5E, que ofrece el material educativo Science Bits. &#x0D; A partir de los resultados obtenidos, la investigación demuestra que el uso de la gamificación, como recurso educativo, motiva a los alumnos en el desarrollo de sus tareas, y el modelo de las 5E favorece la consolidación de los contenidos en el ámbito científico, consiguiendo de este modo un alumno competencial en las distintas dimensiones.
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Shawan, Muslimah. "Learning Strategy Development for Solving Non-routine Problems Through 5E Model in Mathematics Learning: A Proposal." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 595–604. http://dx.doi.org/10.37200/ijpr/v24i5/pr201724.

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Mustika, Dea. "Jurnal Handayani." Jurnal Handayani 7, no. 2 (2017): 1–8. http://dx.doi.org/10.24114/jh.v7i2.7230.

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Asteria, Prima. "Jurnal Handayani." Jurnal Handayani 7, no. 2 (2017): 9–21. http://dx.doi.org/10.24114/jh.v7i2.7231.

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Rahma, Siti, Z. Mawardi Effendi, Zuwirna, Indrati Kusumaningrum, and Fetri Yeni J. "Development of E-Modules Based on 5E Instructional Models in Chemistry." Jurnal Penelitian Pendidikan IPA 9, no. 8 (2023): 6603–9. http://dx.doi.org/10.29303/jppipa.v9i8.4518.

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Information technology in education opens up new opportunities to enhance learning in schools. The learning media that can be used is e-module, which is an interactive and flexible digital learning resource. This study aimed to develop an e-module based on the 5E instructional model in class XI chemistry at SMA. The development method used is 4D. Identify the needs and objectives of class XI chemistry learning. Furthermore, the structure and content of the e-module is prepared based on the 5E instructional model, namely: engage, explore, explain, elaborate, and evaluate. At the development stage, the e-module is designed and developed by taking into account the principles of instructional design that are in accordance with the characteristics of learning chemistry. E-modules are also equipped with multimedia, interactive simulations, practice questions, and automatic assessments to facilitate interactive learning. After the e-module has been developed, the implementation phase is carried out by testing the e-module in a sample group of class XI students in a high school. Furthermore, an evaluation of the effectiveness of the e-module was carried out through collecting data from students and teachers regarding the use, use, and satisfaction of the e-module. The results of this study are expected to improve the quality of high school chemistry learning, helping students be more active, creative, and independent in understanding complex chemical concepts. With the use of this e-module, learning is expected to be more interesting, interactive, and effective in achieving learning objectives
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Ardi, Yayat Mutia, Vauzia Vauzia, Abdul Razak, and Syamsurizal Syamsurizal. "The Effect of Using the Student Academic Ability- Problem Solving and 5E Cycle Learning Models on the Student Learning Outcomes." Jurnal Penelitian Pendidikan IPA 7, no. 4 (2021): 607–11. http://dx.doi.org/10.29303/jppipa.v7i4.777.

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Education in the 21st century aims to change the learning paradigm from teacher-centered to student-centered in order to improve student learning outcomes. Hence, a learning model is needed to improve the students' ability to solve problems by paying attention to their academic ability. This study aims to determine the effect of using the student academic ability-based problem solving and 5E cycle learning models on the student learning outcomes in addictive materials and addictive substances. This study used an experimental method with a 2x2 factorial design. The population in this study was all students of grade VIII SMPN 18 Padang. This study's sample was chosen using the purposive sampling technique, the data collection techniques for the student learning outcomes used to test techniques at the end of learning. The data analysis was performed by using the prerequisite tests (normality and homogeneity tests) and the hypothesis tests using 2-way ANOVA and continued with Bonferroni advanced test. The results show that: There is an interaction between the problem-solving model and the academic ability-based 5E Cycle learning model on the student learning outcomes, but there is no significant difference in learning outcomes between the problem-solving model and the 5E learning cycle model. There is an effect on the academic ability towards the student learning outcomes. There is no difference in the student learning outcomes between students with high academic ability in the two sample classes. There is no difference between the students with low academic ability in the two sample classes.
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Ugwuanyi, Christian Sunday, Marcus Jideofor Ezema, and Emmanuel Ifeanyi Orji. "Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics." SAGE Open 13, no. 1 (2023): 215824402311538. http://dx.doi.org/10.1177/21582440231153851.

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This study determined the efficacies of cognitive conflict and 5E instructional models on students’ conceptual change achievement and self-efficacy in particulate nature of matter concepts in physics. In this study, non-equivalent groups quasi-experimental design was used. A sample of 195 senior secondary school year 1 students (SSI) with an average age of ( M = 14.64, SD = 3.34) was used. Particulate Nature of Matter Conceptual Change Test (PNMCCT), and Particulate Nature of Matter Self-Efficacy Scale (PNMSES) were used to collect data. The SES was adapted and consists of 30 items of four-point Likert-type. A trial test was done on 20 SS1 physics students using the validated instrument. The estimate of internal consistency of .86 and a temporal stability of .99 were obtained for PNMCCT while an estimate of internal consistency of .71 was obtained for PNMSES. Before treatment, the initial conceptual change achievement and self-efficacy of the subjects were established using PNMCCT and PNMSES. After the treatment, the PNMCCT and PNMSES instruments were administered to the subjects as a posttest. Mean was used to answer the research questions while analysis of covariance was used to test the hypotheses at a 5% level of significance. The result showed that students’ conceptual change achievement and self-efficacy were significantly enhanced after exposure to 5E instructional treatment than that of cognitive conflict. Thus, it was recommended that the 5E instructional model should be adopted by physics teachers for the effective improvement of physics students’ self-efficacy in schools.
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Jaramillo, Dilan Díaz, Sonia Valbuena, and Jesús Berrio. "El modelo de las 5E y tecnología interactive para el estudio de sistemas de ecuaciones lineales." South Florida Journal of Development 6, no. 3 (2025): e5045. https://doi.org/10.46932/sfjdv6n3-012.

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Este estudio se enfoca en el diseño e implementación de una estrategia didáctica que combina el modelo de las 5E (Engage, Explore, Explain, Elaborate, Evaluate) con herramientas digitales para la enseñanza de sistemas de ecuaciones lineales de 2x2 y 3x3 en estudiantes de educación secundaria. La propuesta se basa en el uso de programas computacionales de código abierto y videos interactivos, proporcionando un enfoque dinámico y participativo. La muestra estuvo conformada por 105 estudiantes de noveno grado de una institución educativa en la región del Caribe colombiano. El objetivo principal de este trabajo es ofrecer una estructura pedagógica centrada en el estudiante, que promueva la comprensión de conceptos matemáticos complejos a través de estrategias interactivas. Los resultados obtenidos indican que la integración del modelo de las 5E con recursos digitales no solo mejora la comprensión de los sistemas de ecuaciones lineales, sino que también aumenta el interés de los estudiantes por las matemáticas. Además, fortalece sus habilidades para la resolución de problemas complejos, fomentando el pensamiento lógico y el aprendizaje autónomo. Esta metodología representa una alternativa innovadora que responde a los desafíos actuales de la educación matemática, ofreciendo una enseñanza más accesible, atractiva y efectiva para los estudiantes.
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Soares, Sanley Viegas, and Cicero Wellington Brito Bezerra. "O modelo instrucional 5E e o ensino de Química: definições e estratégias." Research, Society and Development 11, no. 1 (2022): e14511124654. http://dx.doi.org/10.33448/rsd-v11i1.24654.

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A crise sanitária mundial trouxe desafios para a sociedade como um todo e para a educação em particular. A abordagem EAD, ainda longe da admiração e da unanimidade dos educadores, passou a ser apresentada com solução emergencial durante o contexto da pandemia, e todos os professores foram convocados a, de algum modo, se envolver com as estratégias desta modalidade de ensino. Hoje, o uso das tecnologias digitais da informação e comunicação no contexto escolar é uma realidade inconteste em todos os níveis de escolarização, o que vem provocando alterações significativas no modus operandi do sistema educacional e das rotinas de professores e alunos. Rompem-se, cada vez mais, as barreiras entre os espaços físico e virtual e, acompanhando a escalada tecnológica, redefinem-se meios para conduzir, aprender, interagir, criar e de estabelecer relações entre professores e alunos, bem como entre os próprios estudantes. A sala de aula não é mais a mesma e, sem intenção de profetismo, talvez não volte a ser exatamente o que era. Esse trabalho foi realizado durante os dias críticos iniciais da pandemia em escolas privadas de São Luís (MA), durante aulas de Química no Ensino Médio, e busca ressaltar a importância e a potencialidade do método instrucional 5E (Engaje, Explore, Explain, Elaborate, Evaluation) para um ensino e aprendizagem motivadores. A metodologia empregada foi de natureza qualitativa e a coleta dos dados aconteceu por meio da observação durante as aulas ministradas.
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Zhang, Qing, Lei Wan, Qin Chen, et al. "Prevention of Severe Respiratory Tract Infection and Prognosis in Neurosurgical Patients with Severe Tracheotomy Based on 5E Rehabilitation Nursing Model." Computational and Mathematical Methods in Medicine 2022 (July 5, 2022): 1–9. http://dx.doi.org/10.1155/2022/2727679.

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Background. Continuous nursing based on 5E rehabilitation mode can improve the physiology and psychology of patients to some extent. The purpose of this study was to explore the effect of continuous nursing of 5E rehabilitation mode on the prevention and prognosis of severe respiratory tract infection in patients with severe tracheotomy in neurosurgery. Objective. To explore the effect of 5E rehabilitation nursing model on the prevention of severe respiratory tract infection and prognosis in patients with severe tracheotomy in neurosurgery. Methods. The starting and ending time of this study is from February 2019 to July 2021. In this paper, 60 patients with severe tracheotomy were divided into the control group and research group according to random number table method. The former group received routine nursing, and the latter group received rehabilitation nursing model based on 5E. The patients’ satisfaction, oxygenation index, partial pressure of carbon dioxide, partial pressure of oxygen, SAS, SDS score, incidence of severe respiratory tract infection, and quality of life scores were compared. Results. The nursing satisfaction of the research group was higher than that of the control group ( P &lt; 0.05 ). 24 hours after weaning, the oxygenation index and partial pressure of oxygen in the research group were higher than those in the control group, while the partial pressure of carbon dioxide in the research group was lower than that in the control group ( P &lt; 0.05 ). After nursing, the scores of self-rating anxiety scale and self-rating depression scale in the research group were lower than those in the control group, and the difference was statistically significant ( P &lt; 0.05 ). The incidence of severe respiratory tract infection in the research group was significantly lower than that in the control group ( P &lt; 0.05 ). After nursing, the scores of physiological function, psychological function, social function, and health self-cognition in the research group were lower than those in the control group ( P &lt; 0.05 ). Conclusion. The nursing program of neurosurgical patients with severe tracheotomy based on 5E rehabilitation model can effectively enhance patients’ nursing satisfaction, activities of daily living, anxiety, and depression and promote the prognosis.
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42

Milošev, Milorad Z., Katarina Jakovljević, Milan Joksović, et al. "Mannich bases of 1,2,4-triazole-3-thione containing adamantane moiety: Synthesis, preliminary anticancer evaluation, and molecular modeling studies." Chemical Biology & Drug Design 89, no. 6 (2016): 943–52. https://doi.org/10.1111/cbdd.12920.

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A series of 18 novel N-Mannich bases derived from 5-adamantyl-1,2,4-triazole-3-thione was synthesized and characterized using NMR spectroscopy and X-ray diffraction technique. All derivatives were evaluated for their anticancer potential against four human cancer cell lines. Several tested compounds exerted good cytotoxic activities on K562 and HL-60 cell lines, along with pronounced selectivity, showing lower cytotoxicity against normal fibroblasts MRC-5 compared to cancer cells. The effects of compounds 5b, 5e, and 5j on the cell cycle were investigated by flow cytometric analysis. It was found that these compounds cause the accumulation of cells in the subG1 and G1 phases of the cell cycle and induce caspase-dependent apoptosis, while the anti-angiogenic effects of 5b, 5e, and 5j have been confirmed in EA.hy926 cells using a tube formation assay. Further, the interaction of Bax protein with compound 5b was investigated by means of molecular modeling, applying the combined molecular docking/molecular dynamics approach.
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Bastida Izaguirre, Dafne Bastida. "Adaptación del modelo 5E con el uso de herramientas digitales para la educación: propuesta para el docente de ciencias." Revista científica 1, no. 34 (2018): 73–80. http://dx.doi.org/10.14483/23448350.13520.

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En este artículo se presenta el diseño y aplicación de un taller de formación docente para profesores universitarios de Ciencias basado en el modelo 5E y en combinación con el uso de herramientas digitales. El propósito fue desarrollar las competencias para diseñar e implementar estrategias y recursos didácticos que posibiliten la integración del modelo y las tecnologías de la información que permitan al docente innovar en el aula. El taller consta de tres sesiones en las que se revisan las etapas enganchar, explorar, explicar, elaborar y evaluar a través de actividades que tienen un enfoque participativo y en las cuales se fomenta en buena parte el trabajo colaborativo. El taller se llevó a cabo en el Centro Universitario de Ciencias Biológicas y Agropecuarias de la Universidad de Guadalajara, en este participaron 14 docentes del área de Biología celular. La respuesta al taller por parte de los participantes fue satisfactoria, ya que les permitió reflexionar sobre su práctica, tener una mayor apertura y perder al miedo al uso de tecnologías, del mismo modo, han podido considerar al modelo 5E como una estrategia muy importante para que sus alumnos logren un aprendizaje significativo.
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Srikoon, Sanit, Chansit Khamput, and Ketsaraphan Punsrigate. "EFFECTS OF STEMEN TEACHING MODELS ON MATHEMATICAL LITERACY AND MATHEMATICAL PROBLEM-SOLVING." Malaysian Journal of Learning and Instruction 21, no. 2 (2024): 79–115. http://dx.doi.org/10.32890/mjli2024.21.2.4.

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Purpose - Mathematical literacy and mathematical problemsolving are crucial abilities that link mathematics content to real life applications, facilitating both mathematics understanding and mathematical processes. The present study aimed to investigate the effectiveness of the STEMEN (STEM and educational neuroscience) teaching model in enhancing mathematical literacy and problem-solving skills. Methodology - This study adopted a pre-test and post-test control group design. Among 156 Grade 9 students from a secondary school in Phayao, Thailand, 70 were randomly selected. The STEMEN teaching model was implemented in the experimental group, while the 5E teaching model, typically used in a normal classroom was employed in the control group. Two types of tests, namely the mathematical literacy test and the mathematical problem-solving test, were used as research instruments. Pre and post-data were collected from both the experimental and control groups. Repeated measures ANOVA with Wilks’ lambda was employed to analyze the mean comparison for mathematical literacy and mathematical problem-solving. Findings - The findings revealed that the mean scores for mathematical literacy and mathematical problem-solving were relatively higher in the STEMEN teaching model group compared to the 5E teaching model group. These results provide insights into the effectiveness of the STEMEN teaching model in enhancing learning outcomes, particularly mathematical literacy and problem-solving in mathematics. Significance – The results of this study showed that the STEMEN teaching model was effective in increasing learning outcomes, including mathematical literacy and problem-solving. These outcomes should enable teachers to design effective and efficient instructional strategies for enhancing mathematical literacy and problem-solving in classrooms.
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Takda, Amiruddin, Budi Jadmiko, and Erman Erman. "Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary studies." Jurnal Penelitian Pendidikan IPA 8, no. 1 (2022): 18–31. http://dx.doi.org/10.29303/jppipa.v8i1.957.

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Has successfully created the INoSIT learning paradigm to increase students' science literacy competency. This design aims to integrate information and communication technology (ICT) with inquiry and nature of science (NoS) models to teach scientific literacy to junior high school students using a multi-representation method. The BSCS 5E model (Involvement of Biological Science Curriculum Study, Exploration, Explanation, Elaboration, and Evaluation) and the IBL model (Investigation-based learning) have many phases whose implementation requires many processes. So, the INoSIT model is designed to simplify multiple phases or sub-phases. As a result, IBL (inquiry-based learning) is ineffective and inefficient in terms of learning time. It is also challenging to teach scientific literacy of abstract concepts using this method. The study employs a descriptive analysis method in conjunction with a literature review pattern. The INoSIT model with the syntax Eliciting, Hypothesis, Testing Hypothesis, Elucidation, and Reflection was created from the results of the investigation of the weaknesses of the BSCS 5E (Biological Science Curriculum Study Engagement, Exploration, Explanation, Elaboration, and Evaluation) and the IBL (Inquiry-based learning) models. To construct students' knowledge of literacy and the study is anticipated to contribute to creativity, originality, and the development of a proclivity for inquiry and research
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46

Kehinde, A. Alebiosu, Bukola Bilesanmi-Awoderu Jumoke, and Shakirat Oludipe Olajumoke. "Effectiveness of Learning Cycle Models on Nigerian Senior Secondary Students' Anxiety towards Chemistry." British Journal of Education, Society & Behavioural Science 21, no. 1 (2017): 1–13. https://doi.org/10.9734/BJESBS/2017/34012.

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<strong>Aims:</strong> The method of teaching Chemistry in Nigerian classrooms has given it an image of being a subject with a body of abstract ideas, giving room for manifestation of anxiety towards the subject at the secondary school level. It is within this context that this study investigated the impact of 5E and PDEODE Learning Models on students’ anxiety towards senior secondary Chemistry. <strong>Study Design:</strong> Quasi experimental pre-test – post-test – control group design was used by the researchers to carry out the study. <strong>Place and Duration of Study:</strong> STED department, faculty of education, Olabisi Onabanjo University, Ago-Iwoye and.STED department, faculty of education, Lagos State University, Ojo, South-west, Nigeria, between March 2013 and October 2014. <strong>Methodology:</strong> The treatments were at two levels: Learning Cycle models (PDEODE and 5E) and conventional lecture method, which was the control group. The moderating variables were gender (male and female) and cognitive style (field dependent and field independent). Total number of one hundred and eighty eight students (188) obtained from the intact classes of the three selected senior Secondary Schools in South-west Nigeria participated in the study. Chemistry Anxiety Rating Scale (CARS) and Group Embedded Figure Test (GEFT) were the main instruments used to collect data from students. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data collected. Also Multiple Classification Analysis (MCA) was used to determine the magnitude of the mean anxiety scores of students exposed to the different treatment conditions. <strong>Results:</strong> The results of this study revealed that there was a significant difference (F <sub>(2, 175)</sub> = 13.659, <em>P</em> &lt; .05) in the post-test mean Chemistry anxiety scores of the students after exposure to the different instructional strategies. The students’ post-test mean Chemistry anxiety scores after exposure to the different instructional strategies varied significantly (F <sub>(2, 175)</sub> = 3.879, <em>P</em> &lt; .05), between the sampled field dependent and field independent secondary school students. However, no significant main effect of gender and cognitive style on students’ Chemistry anxiety was found. The independent and moderator variables jointly accounted for 40.4% of the variation in their Chemistry anxiety scores. <strong>Conclusion:</strong> This study concluded that exposing students to the PDEODE learning model led to reduced anxiety in Chemistry than the 5E learning model and the conventional method. It was therefore recommended that teachers be trained in the use of conceptual change model such as PDEODE learning model in the teaching and learning of Chemistry to reduce Chemistry anxiety. Also, teachers should not discriminate between any possible cognitive styles - gender combinations when using PDEODE strategy in the classroom.
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González Bértoa, Ana, and Beatriz Crujeiras-Pérez. "Aplicación del modelo 5E para aprender mecánica a través de la indagación en educación secundaria." Didáctica de las Ciencias Experimentales y Sociales, no. 33 (February 27, 2018): 123. http://dx.doi.org/10.7203/dces.33.11037.

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En este trabajo se examina el proceso de resolución de una actividad de indagación sobre las leyes de Newton que consiste en diseñar un montaje con el cuál averiguar qué superficie es la más adecuada para arrastrar cajas de ropa en un almacén. Los participantes son 22 estudiantes de 4º de ESO. Para la toma de datos se recogen sus respuestas escritas relativas al diseño del dispositivo, a la toma de datos, interpretación de resultados y establecimiento de conclusiones. Para el análisis se examinan utilizando como herramienta el modelo de instrucción 5E. Los resultados principales apuntan a ciertas dificultades en los desempeños del alumnado relativos a la elaboración del montaje y a la explicación de su utilización.
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48

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

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This study sought to determine the effect of a model-based inquiry instructional technique on critical thinking skill acquisition of pre-service integrated science teachers. Two research questions and three hypotheses that were tested at 0.05 level of significance guided the study. Quasi- experimental design was used for the study because intact classes were used. The population of the study consisted of all the pre-service integrated science teachers in Nigeria Certificate in Education (NCE) in the only Federal College of Education and the two State Colleges of Education in Delta State numbering forty-three (43). The sample of the study consisted of thirty-eight (38) pre-service integrated science teachers in the only Federal College of Education and one of the State Colleges of Education which was selected using purposive sampling technique in order to train more pre-service teachers. The two Colleges of Education (one Federal and one State) were randomly assigned to 5E&rsquo;s model based inquiry instructional technique and demonstration method of instruction using toss of coin. The study was necessitated due to the need to equip pre-service integrated science teachers with appropriate skills as specified in the new minimum standard. Hence, it became necessary to expose the male and female pre-service integrated science teachers toa model-based inquiry instructional technique in order to equip them for the task ahead. The Test of Critical Thinking (TOCT) developed by the researchers and found to be valid and reliable were used for data collection. The groups received pre-test and post-test independently. The research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed that 5E&rsquo;s model -based inquiry was more efficacious than the demonstration method of instruction in bringing about pre- service integrated science teachers&rsquo; critical thinking skill acquisition required for the 21<sup>st</sup> century amongst others. Based on the findings it was recommended amongst others that the National Commission for Colleges of Education (NCCE) should incorporate 5E&rsquo;s model -based inquiry instructional strategy in the Nigeria Certificate of Education (NCE) minimum standard.
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Zárate-Moedano, Ramón, Jorge Manuel Suárez-Medellín, and Rosa Luz Pérez-Hernández. "Modelo 5E para la enseñanza de la termodinámica. Diseño y evaluación de secuencias de enseñanza-aprendizaje." Uniciencia 37, no. 1 (2023): 1–19. http://dx.doi.org/10.15359/ru.37-1.22.

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[Objetivo] El objetivo es documentar el proceso de diseño, implementación y evaluación de una secuencia de enseñanza-aprendizaje basada en el modelo 5E para la enseñanza de los conceptos de calor y temperatura. [Metodología] Utilizando la metodología de investigación basada en el diseño se diseñó, implemento y evaluó la aplicación de una secuencia de enseñanza-aprendizaje a estudiantes con edades entre 13 y 15 años, de educación secundaria. Participaron 19 estudiantes de dos escuelas en México organizados en dos grupos, uno por cada escuela. Utilizando pretest y postest, se registraron datos cuantitativos asociadas a los conocimientos de los estudiantes y datos cualitativos, obtenidos durante las sesiones con los estudiantes, asociados al uso de los conceptos de calor y temperatura para explicar fenómenos naturales. Los datos cuantitativos fueron analizados con la prueba Shapiro-Wilk y ANOVA de dos factores, utilizando JASP con p≤0.05. Además, se realizó una triangulación con datos cualitativos para dar soporte a las conclusiones. [Resultados] Los resultados obtenidos muestran efectos positivos relacionados con los conocimientos que alcanzan los estudiantes durante la implementación. También se encuentran efectos positivos en las evidencias cualitativas donde se observa que la integración conceptual que logran los estudiantes logra explicar de forma coherente y compleja los fenómenos naturales relacionados con los conceptos de calor y temperatura. [Conclusiones] En conclusión, la secuencia de enseñanza-aprendizaje diseñada alcanza las metas de aprendizaje propuestas relacionadas con los conceptos de calor y temperatura. Se incluye un listado de principios de diseño que pretenden ser una guía para otros docentes interesados en adaptar esta experiencia a sus contextos locales.
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Zárate-Moedano, R., J. M. Suárez-Medellín, and R. L. Pérez-Hernández. "Modelo 5E para la enseñanza de la termodinámica. Diseño y evaluación de secuencias de enseñanza-aprendizaje." Uniciencia 37, no. 1 (2023): 1–19. https://doi.org/10.15359/ru.37-1.22.

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[Objetivo]&nbsp;El objetivo es documentar el proceso de dise&ntilde;o, implementaci&oacute;n y evaluaci&oacute;n de una secuencia de ense&ntilde;anza-aprendizaje basada en el modelo 5E para la ense&ntilde;anza de los conceptos de calor y temperatura.&nbsp;[Metodolog&iacute;a]&nbsp;Utilizando la metodolog&iacute;a de investigaci&oacute;n basada en el dise&ntilde;o se dise&ntilde;&oacute;, implemento y evalu&oacute; la aplicaci&oacute;n de una secuencia de ense&ntilde;anza-aprendizaje a estudiantes con edades entre 13 y 15 a&ntilde;os, de educaci&oacute;n secundaria. Participaron 19 estudiantes de dos escuelas en M&eacute;xico organizados en dos grupos, uno por cada escuela. Utilizando pretest y postest, se registraron datos cuantitativos asociadas a los conocimientos de los estudiantes y datos cualitativos, obtenidos durante las sesiones con los estudiantes, asociados al uso de los conceptos de calor y temperatura para explicar fen&oacute;menos naturales. Los datos cuantitativos fueron analizados con la prueba Shapiro-Wilk y ANOVA de dos factores, utilizando JASP con p&le;0.05. Adem&aacute;s, se realiz&oacute; una triangulaci&oacute;n con datos cualitativos para dar soporte a las conclusiones.&nbsp;[Resultados]&nbsp;Los resultados obtenidos muestran efectos positivos relacionados con los conocimientos que alcanzan los estudiantes durante la implementaci&oacute;n. Tambi&eacute;n se encuentran efectos positivos en las evidencias cualitativas donde se observa que la integraci&oacute;n conceptual que logran los estudiantes logra explicar de forma coherente y compleja los fen&oacute;menos naturales relacionados con los conceptos de calor y temperatura.&nbsp;[Conclusiones]&nbsp;En conclusi&oacute;n, la secuencia de ense&ntilde;anza-aprendizaje dise&ntilde;ada alcanza las metas de aprendizaje propuestas relacionadas con los conceptos de calor y temperatura. Se incluye un listado de principios de dise&ntilde;o que pretenden ser una gu&iacute;a para otros docentes interesados en adaptar esta experiencia a sus contextos locales
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