Relevant bibliographies by topics / Constructivist 5E Model

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Academic literature on the topic 'Constructivist 5E Model'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Constructivist 5E Model"

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

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Bybee (1997) defines 5E instructional model as an approach that allows students redefine,)reorganize, elaborate, and change their initial concepts through self-reflection and interaction with their peers and their environment. The 5 E's Instructional Model Origin is one of the most practical recommended models in the application of constructivist learning theory. It is built around a structured sequence and designed as a tangible and practical way for teachers to implement the constructivist theory. In other words, the model is based on constructivism which confirms that learners build or cons
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Hamise, Fina, I. Dewe Ketut Anom, and Jeanne Tuerah. "Pengaruh Pendekatan Konstruktivisme Berbasis Learning Cycle 5E Terhadap Hasil Belajar Siswa Kelas Xi Pada Materi Larutan Penyangga Di Sma Kristen Kotamobagu." Oxygenius Journal Of Chemistry Education 1, no. 2 (2019): 25. http://dx.doi.org/10.37033/ojce.v1i2.79.

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This study aims to determine the effect of using the constructivist approach based on the 5E learning cycle on the learning outcomes of class XI students on buffer solutions. This research was conducted in classes XI IPA 1 and XI IPA 2 of Kotamobagu Christian High School. The method used is an experimental method with a post – test only control design. The research sample consisted of 23 randomly selected students. The experimental class uses the 5E learning cycle model, the control class uses conventional learning. Student learning outcomes data obtained from post-test scores. The analysis of
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Kibici, Volkan Burak. "Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons." International Journal of Technology in Education 5, no. 1 (2022): 117–31. http://dx.doi.org/10.46328/ijte.241.

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In this research, it was aimed to investigate the effect of online 5E instructional model on the 6th grade music lesson of secondary school in terms of students' course achievement, attitude and retention. The research had a pretest-posttest control group, which is one of the semi-experimental models. The research was carried out on 40 students studying in a private secondary school in Turkey in accordance with the purpose of the study. A teaching program based on the online 5E instructional model was developed for the experimental group. For this purpose, an 8-week instruction program was des
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Nguyen, Ngoc-Giang. "Applying 5E teaching model in recognizing regular polygons and rotations with the help of GeoGebra software." Advances in Social Sciences Research Journal 8, no. 8 (2021): 380–99. http://dx.doi.org/10.14738/assrj.88.10672.

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The 5E teaching model is a teaching model that gives students positive motivation. The 5E teaching model was proposed by Rodger W. Bybee and colleagues while working in the educational organization "Research on the curriculum framework for biology" in Colorado, the USA in 1987. The model is built based on the constructivist theory of learning, knowledge is formed through the experience and practice of learners. 5E stands for 5 words: Engagement - Exploration - Explanation - Elaboration - Evaluation, representing the five steps of the 5E teaching process. Our study aims to apply the 5E teaching
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Bаrnо Аbdulhаqоvnа Аmirullаyevа. "Оrgаnizing Science Lessоns Bаsed оn the Inquiry-Bаsed 5E Mоdel". International Journal on Integrated Education 7, № 4 (2024): 59–62. http://dx.doi.org/10.31149/ijie.v7i4.5328.

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This article explores the implementation of the 5E inquiry-based teaching model to enhance science lessons, focusing on engaging students actively in learning through exploration, experimentation, and reflection. The study uses a structured approach based on cognitive psychology and constructivist learning theory to guide teachers in applying the 5E model's phases: Engage, Explore, Explain, Elaborate, and Evaluate. Teachers participated in professional development courses to strengthen their lesson-planning skills for inquiry-based education. The results show that the 5E model effectively impr
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Kurniati, Tuti. "PENERAPAN MODEL SIKLUS BELAJAR 5E TERHADAP PEMAHAMAN KONSEP BIOLOGI UMUM DAN KEMAMPUAN APLIKASI SAINS MAHASISWA PENDIDIKAN BIOLOGI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 20, no. 1 (2015): 60. http://dx.doi.org/10.18269/jpmipa.v20i1.564.

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A shift in education and lectures paradigm leads to a constructivistic lectures, i.e. lectures that are more students-centered. Learning cycle is one of the lecturing models based on constructivist aspect which emphasizes that students themselves will create their knowledge. The purpose of this study was to know differences in students’ concept understanding and science application ability between students using learning cycle model and control class in general biology lecture. The method used in this study was quasi-experimental study with quantitative approach through paired sample t-test. R
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Çepni, Salih, and Çiğdem Şahin. "Effect of Different Teaching Methods and Techniques Embedded in the 5E Instructional Model on Students' Learning about Buoyancy Force." International Journal of Physics and Chemistry Education 4, no. 2 (2012): 97–127. http://dx.doi.org/10.51724/ijpce.v4i2.98.

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The purpose of this study is to investigate the effectiveness of developed instructional material based on the 5E instructional model which is enriched with various teaching methods and techniques for students’ learning of the buoyancy force concept. The teaching strategy based on the 5E instructional model is derived from a constructivist view of learning. The sample group consisting of forty-eight students (Control Group=23; Experiment Group=25) is selected from two different eighth grade classes in Giresun, Turkey. Four two-tier questions are used to collect data, and data are analyzed both
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Nicol, Christian, Emmanuel Gakuba, and Gonzague Habinshuti. "An Overview of Learning Cycles in Science Inquiry-based Instruction." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (2020): 76–81. http://dx.doi.org/10.4314/ajesms.v16i2.5.

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While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. Whi
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Nicol, Christian, Emmanuel Gakuba, and Gonzague Habinshuti. "An Overview of Learning Cycles in Science Inquiry-based Instruction." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (2020): 76–81. http://dx.doi.org/10.4314/ajesms.v16i.2.5.

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While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. Whi
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Dissertations / Theses on the topic "Constructivist 5E Model"

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Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.

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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo<br>understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atat&uuml<br>rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry
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Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.

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The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquo<br>understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atat&uuml<br>rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas
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3

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 Relat
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