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Articles de revues sur le sujet « Constructivist 5E Model »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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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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Kazu, Ibrahim Yasar, and Emine Bozu. "Turkish Vocational School Students’ Perception of 5E Teaching Model." International Journal of Learning and Development 2, no. 6 (2012): 221. http://dx.doi.org/10.5296/ijld.v2i6.2789.

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This purpose of this study is to determine perception of students about implementation of 5E teaching model, one of the applications of constructivist approach in classroom environment, in vocational schools. For this purpose a 32-question survey was administered. 631 students were surveyed, including 227 male, 404 female studentsof 13 different programmes in Tunceli Vocational School of Tunceli University during the 2011-2012 academic year. Average, t-test, standard deviation, frequency and percentage distribution were used for the analysis of the research data. According to the results of th

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Jumaa, Mohammed Salih, and Najwa Yaseen Ismail. "A Learning Cycle Approach for Inquiry-Based Teaching 5E Instructional Model." Journal of Tikrit University for Humanities 30, no. 5, 2 (2023): 79–89. http://dx.doi.org/10.25130/jtuh.30.5.2.2023.22.

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The implementation of inquiry-based teaching is a major theme in national science education reform documents. Science for All Americans (Rutherford & Alhgren, 1990) and the National Science Education Standards (NRC, 1996). This research argue that inquiry needs to be a central strategy of all science curricula. Using a learning cycle approach in the classroom helps to facilitate inquiry practices because learning cycles focus on constructivist principles and emphasize the explanation and investigation of phenomena, the use of evidence to back up conclusions, and experimental design. Althou

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CHHATO, SUBRAT KUMAR, BISWANATH SAHOO, and BHASKAR CHANDRA SAHOO. "EFFECT OF 5E MODEL IN TEACHING LEARNING PROCESS IN SCIENCE AT ELEMENTARY LEVEL." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 06, no. 01 (2025): 718–22. https://doi.org/10.37602/ijrehc.2025.6148.

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Present study examined effect of 5Emodel in teaching learning process in science subject of elementary school students. The study used sample of 60 elementary school students from Dompada block of cuttack district, Odisha. Self-developed lesson plan on 5Emodel and achievement test was used for the study. Findings indicated there is a significant difference between 5Emodel and traditional approach in science at elementary level. The group taught by constructivist approach of teaching (5Emodel) have better achievement in science than the group taught through traditional approach. Implications fo

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CALALB, Mihail, and Irina ZELENSCHI. "The Effects of Constructivist Physics Lessons and Laboratories on Students’ Academic Success." Acta Didactica Napocensia 17, no. 2 (2024): 99–111. https://doi.org/10.24193/adn.17.2.8.

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This study examines the impact of constructivist physics lessons and laboratory activities on middle and high school students’ academic success. Utilizing the constructivist learning model, which emphasizes active student engagement, the research was conducted at Hyperion Theoretical High School in Chișinău, Moldova, involving 195 students across grades 6, 8, and 10. The study finds that integrating constructivist teaching methods — such as the 5E model, Flipped Classroom, and Early Physics Approach — positively influences students’ academic performance at the middle and high school level. The

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Enugu, Ramya Krishna, and Hayat Hokayem. "How to make the engage really engaging: A framework for an instructional approach for the pre-service teachers." Eurasian Journal of Science and Environmental Education 3, no. 1 (2023): 1–5. http://dx.doi.org/10.30935/ejsee/12706.

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The five phases of the 5E instructional model based on the constructivist learning theory encourages inquiry in the science classroom. The first, engage phase of the 5E inquiry model plays a critical role in piquing students’ interest and in the pre-diagnostic assessment before beginning the lesson. In this study, 55 pre-service teachers (PSTs) enrolled into a science methods course and participated in a qualitative research study. Using the 5E instructional approach, PSTs planned and implemented peer teaching and field teaching. The data from the PSTs inquiry-based peer teaching lesson plans,

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Rishi Ram Subedi. "Constructivist Approach in Learning Chemistry: A Case of High School in Nepal." Interdisciplinary Research in Education 6, no. 2 (2021): 35–42. http://dx.doi.org/10.3126/ire.v6i2.43535.

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This study examined the effectiveness of constructivist approach on learning in chemistry by using pre-test, post-test, and experimental and control group design. A sample of 32,grouped as experimental group (16) and control group (16) ongrade XII students of Laboratory secondary school were selected by using the random sampling technique.5E’s learning (Engage-Explore-Explain-Elaborate-Evaluate) strategy has been applied to experimental group and Traditional method of teaching followed by control group.Pre and post tests were used to see the difference in two groups. T-test was used to check t

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Rakhmetova, Bazar, Aibek Kaliyev, Aisaule Duisebekova, Zina Koldasbaeva, and Zaure Galymzhanova. "Effects of Folklore Teaching with Constructivist and Computer-Assisted Teaching Method." International Journal of Education in Mathematics, Science and Technology 11, no. 4 (2023): 1039–54. http://dx.doi.org/10.46328/ijemst.3523.

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In this study, the effects of constructivist learning and computer-assisted instruction on the achievement and attitudes of high school 2nd grade students in learning folk literature unit were examined by comparing with traditional teaching methods. The sample of the study consisted of 60 high school 2nd grade students studying in a high school in Arkalyk, Kazakhstan. The folk literature unit was taught by using constructivist learning and computer assisted instruction method in the experimental group, while traditional teaching methods were used in the control group. Constructivist teaching w

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Mumtak Ering, Boa Reena Tok, and Omini Ering. "Impact of the Constructivist Approach on Academic Achievement in Science Among Secondary School Students." International Journal of Scientific Research in Modern Science and Technology 3, no. 11 (2024): 43–49. https://doi.org/10.59828/ijsrmst.v3i11.259.

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The study explores the influence of the constructivist teaching approach on the academic performance of secondary school students in science subject within Arunachal Pradesh. Adopting a quasi-experimental design, the research involved 30 Class IX students, designated as the experimental group. This group was taught using the constructivist method based on the 5E Model that is Engage, Explore, Explain, Elaborate, and Evaluate. After the intervention, an achievement test, developed by the researcher, was administered. Statistical analysis indicated no significant differences in academic achievem

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Maglinte, Lucelle, and Leizle Coronica. "Effectiveness of constructivist e-learning module in General Biology." Sapienza: International Journal of Interdisciplinary Studies 4, no. 4 (2023): e23056. http://dx.doi.org/10.51798/sijis.v4i4.704.

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With the need for improved learning materials for General Biology becoming increasingly evident, this study developed a constructivist e-learning module and evaluated its effectiveness for teaching senior high school STEM students. The module, anchored in the 5E Instructional Model (engage, explore, explain, elaborate, and evaluate), was implemented in a blended instruction setting for 81 senior high school STEM students. This module distinguishes itself from traditional e-learning modules by emphasizing student-centered learning and experiential engagement through hands-on activities, problem

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Karslı, Fethiye, and Kadriye Kara Patan. "EFFECTS OF THE CONTEXT-BASED APPROACH ON STUDENTS' CONCEPTUAL UNDERSTANDING: “THE UMBRA, THE SOLAR ECLIPSE AND THE LUNAR ECLIPSE”." Journal of Baltic Science Education 15, no. 2 (2016): 246–60. http://dx.doi.org/10.33225/jbse/16.15.246.

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The purpose of this study was to explore the effects of context-based learning approach (CBLA) on 5th grade students’ misconceptions about ‘the umbra, solar and lunar eclipses’. In this study, a quasi-experimental methodology pre-test and post-test design was utilized with control and experimental groups. The study was conducted with 48 5th grade students (aged 10 to 11 years). For the experimental group, the topics were explained using the CBLA while for the control group the 5E teaching model of the constructivist approach was used. For data collection, a two-tier conceptual test and a semi-

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Giáng Thiên Hương, Dương. "The 5E of inquiry - based learning model - a way to apply constructivist theory in primary education." Journal of Science, Educational Science 62, no. 4 (2017): 112–21. http://dx.doi.org/10.18173/2354-1075.2017-0063.

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Chen, Rosa Huiju. "Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design." Education Sciences 11, no. 1 (2021): 17. http://dx.doi.org/10.3390/educsci11010017.

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This paper illustrates the efficiency of implementing an inquiry-based teaching and learning module on the development of workplace communication competence and collaborative mindset in a college-level English as a Foreign Language context. In particular, the study highlights the 5E constructivist approach as the pedagogical foundation and addresses the effects of project-based learning scenario on students’ engagement and their views in terms of “workplace habits of mind”. The 5E model includes five stages: engagement, exploration, explanation, elaboration, and evaluation. In addition, teachi

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Ramli, Nur Farhana, Othman Talib, Siti Aishah Hassan, and Umi Kalthom Abdul Manaf. "Development and Validation of an Instrument to Measure STEM Teachers’ Instructional Preparedness." Asian Journal of University Education 16, no. 3 (2020): 193. http://dx.doi.org/10.24191/ajue.v16i3.11084.

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STEM education curriculum is an effort mainly targeted for stakeholders to increase students' interest in STEM as well as to meet future workforce demand. Teachers’ instructional preparations are an important part to the overall effectiveness of the teaching and learning process. This study focuses on the development and validation process of STEM Teachers' Instructional Preparedness Instrument (STEMTIP). The study comprises ten steps ranging from development to validation phase. Social constructivist theory, 5E instructional model and STEM teaching and learning approach model were used as the

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Demircioğlu, Gökhan, and Gülşen Çağatay. "The Effect of Laboratory Activities based on 5e Model of Constructivist Approach on 9th Grade Students’ Understanding of Solution Chemistry." Procedia - Social and Behavioral Sciences 116 (February 2014): 3120–24. http://dx.doi.org/10.1016/j.sbspro.2014.01.719.

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Işcan, Yılmaz Vahit Vahit, and Hatice Güngör Seyhan. "The Effect of the 5E Learning Model Supported with Material Ensuring Conceptual Change on Science Achievement: The Example of “Heat and Temperature”." Mimbar Sekolah Dasar 8, no. 3 (2021): 250–80. http://dx.doi.org/10.53400/mimbar-sd.v8i3.33044.

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This study seeks to examine the effect of the 5E learning model, as one of the constructivist learning approach models, supported by conceptual change texts and enriched with relevant guidance materials on eliminating the fifth-grade students' (n=42) misconceptions about "Heat and Temperature". A quantitative research approach was employed by conducting the pre-test and post-test quasi-experimental design of the non-equivalent groups, namely the experimental and control groups. Before the implications, the Heat and Temperature Achievement Test (HTAT) was used to determine the academic achievem

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Seven, Sabriye, Serpil Tiryaki, and Hatice Ceylan. "The Effect of the 5E Learning Cycle Model and Cooperative Learning Method in the Constructivist Approach on Academic Success and Students’ Attitude towards Subject of “Sound”." Journal of Education, Society and Behavioural Science 21, no. 4 (2017): 1–11. http://dx.doi.org/10.9734/jesbs/2017/35152.

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CALALB, Mihail, and Irina ZELENSCHI. "Constructivism in physics teaching." Acta et commentationes: Științe ale Educației 33, no. 3 (2023): 76–85. http://dx.doi.org/10.36120/2587-3636.v33i3.76-85.

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The basic principles of constructivism are examined in this paper and, based on the 5E instructional model, it is shown how constructivism can be applied to the study of the chapter Uniformly Accelerated Motion. In order to form the intrinsic motivation to learn physics, the student's internal resources, which must be accessed by the teacher, are presented. The connection between constructivism and the multidimensional structure of knowledge, which consists of conceptual understanding, procedural knowledge and axiological knowledge, is analyzed. Based on the example of the chapter Uniformly Ac

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Thoe, Ng Khar, Junainah Jamaludin, Yee Jiea Pang, et al. "Developing Conceptual and Procedural Knowledge/Skills of Lifelong Learners from Basic to Advance Learning: Exemplars, Challenges and Future Direction." Dinamika Jurnal Ilmiah Pendidikan Dasar 14, no. 1 (2022): 22. http://dx.doi.org/10.30595/dinamika.v14i1.13164.

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Developing conceptual and procedural knowledge or skills of learners is ‘part and parcel’ of the roles of educators involved in teaching science and social science subjects. This article aims to espouse numerous educational reforms implemented locally, regionally, and internationally during the past decades, with exemplars and challenges elaborated. The mixed-method approach is selected as a research framework that includes the collection of qualitative data (mainly from documentary analysis, interviews, observation, and open-ended responses) and quantitative data (mainly from survey questionn

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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.  A partir de los resultados obtenidos, la investigación demuestra que el uso de la gamificación, como recurso educativo, motiva a los alumnos en el desa

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Ayida, Leovi Permata, Abdurrahman Abdurrahman, Blasius Anggit Wicaksono, and Kartini Herlina. "Implementation of the 5E Model Integrated STEM-EDP to Enhance High School Students' Creative Problem-Solving Ability." Jurnal Pendidikan Fisika dan Teknologi 11, no. 1 (2025): 171–79. https://doi.org/10.29303/jpft.v11i1.8717.

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The improvement of Creative Problem-Solving (CPS) ability in physics learning still needs to be enhanced to prepare students for the challenges of the 21st century. This study aims to determine the effectiveness of implementing the 5E model integrated with STEM-EDP on high school students' CPS ability in the topic of Renewable Energy. This research was conducted at SMA Islam Global Surya using a quasi-experimental method with a pretest-posttest control group design. The sample consisted of class X-1 as the experimental group and class X-2 as the control group. The research instrument used was

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Fatimah, Iim. "The development of physics learning tools in vocational high school based constructivism approach using learning cycle 5E model." Journal of Physics: Conference Series 1481 (March 2020): 012120. http://dx.doi.org/10.1088/1742-6596/1481/1/012120.

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Fikri, Refsya Aulia, Syamsurizal Syamsurizal, and Rahmadhani Fitri. "Implementation Constructivism Approach through Learning Cycle 5E Model to Student Learning Competence Class XI MIA SMA Negeri 12 Padang." Bioeducation Journal 2, no. 2 (2018): 208–17. http://dx.doi.org/10.24036/bioedu.v2i2.122.

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Kurikulum 2013 emphasizes science and technology, student centered learning patterns and principles of self-construction to learners. SMA Negeri 12 Padang as the school organizer of Kurikulum 2013 when observation is found non-conformity such as learning conducted is teacher centered, construction of knowledge is less conceptualized in the students. This research is an experimental research with Non-Equivalent Posttest Group Only Design. The study population is the students of class XI MIA SMA Negeri 12 Padang 2017/2018 academic year which spread into four classes. Sampling research using purp

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Jajoo, Anuj, and Pooja Deshmukh. "Exploring competency: Corporate framework, learning theories, and a cognitive development model." Multidisciplinary Reviews 7, no. 8 (2024): 2024170. http://dx.doi.org/10.31893/multirev.2024170.

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This review paper delves into the cognitive aspects of corporate learning and competency development, focusing on various theories and models explaining neurocognitive and behavioral psychology. This paper explores “Maslow's hierarchy of needs”, “Affective, Behavioral, and Cognitive (ABC) Model of Attitude”, “Expectancy Value Theory”, “NLP Communication Model”, “Social Cognitive Learning Theory”, “Knowles' theory of Andragogy”, “NLP Neurological Levels”, “Theory of Planned Behavior”, "Cognitive Load Theory", "Cognitive Learning Principles Underlying the 5E Model", and "Constructivism Theory".

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YADAV, PUSHPENDRA. "USE OF CONCEPT MAPPING AS A PEDAGOGICAL TOOL TO FOSTER MEANINGFUL LEARNING IN MATHEMATICS AT THE MIDDLE EDUCATION STAGE." Education@ETMA 3, no. 1 (2023): 36–52. https://doi.org/10.5281/zenodo.13208371.

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As we know concept mapping is a cognitive tool that can present information to students in a visual form in a very effective and systematic manner. Meaningful learning is a process through which students can connect new information to old information in a meaningful way (Ausubel, 1967). Through concept mapping, when students see the content in different types of boxes and connect new information to old information through nodes, linking lines, cross-links, symbols, pictures, etc. it leads them to meaningful learning. When students learn new concepts through signs, symbols, pictures, etc. throu

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Amalia, Faizatul, Waras Kamdi, and R. Machmud Sugandi. "Kajian Strategi Pendidikan Vokasi Bidang Teknologi Informasi dan Komunikasi Menghadapi Bonus Demografi." Jurnal Teknologi Informasi dan Ilmu Komputer 10, no. 5 (2023): 1149–58. http://dx.doi.org/10.25126/jtiik.20231057305.

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Bonus demografi juga menjadi tantangan jika tidak mampu mengimbangi dengan ketersediaan lapangan kerja. Agar lulusan dari SMK dapat terserap dengan baik, diperlukan adanya strategi atau cara dalam membekali lulusan dengan kompetensi yang dibutuhkan industri. Penelitian ini menggunakan Systematic Review (SR) atau yang secara umum disebut Systematic Literature Review (SLR). Langkah penelitian SLR yang digunakan dalam penelitian yaitu Planning, Conducting, dan Reporting. Planning menghasilkan pertanyaan penelitian yaitu bagaimana strategi Pendidikan vokasi dalam menghadapi bonus demografi. Conduc

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Amalia, Faizatul, Waras Kamdi, and R. Machmud Sugandi. "Kajian Strategi Pendidikan Vokasi Bidang Teknologi Informasi dan Komunikasi Menghadapi Bonus Demografi." Jurnal Teknologi Informasi dan Ilmu Komputer 10, no. 5 (2023): 1149–58. https://doi.org/10.25126/jtiik.2023107305.

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Bonus demografi juga menjadi tantangan jika tidak mampu mengimbangi dengan ketersediaan lapangan kerja. Agar lulusan dari SMK dapat terserap dengan baik, diperlukan adanya strategi atau cara dalam membekali lulusan dengan kompetensi yang dibutuhkan industri. Penelitian ini menggunakan Systematic Review (SR) atau yang secara umum disebut Systematic Literature Review (SLR). Langkah penelitian SLR yang digunakan dalam penelitian yaitu Planning, Conducting, dan Reporting. Planning menghasilkan pertanyaan penelitian yaitu bagaimana strategi Pendidikan vokasi dalam menghadapi bonus demografi. Conduc

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Abid Zia , Farkhunda Rasheed Choudhary. "5E INSTRUCTIONAL MODEL: A CONSTRUCTIVIST MODEL FOR TEACHING CHEMISTRY AT HIGHER SECONDARY LEVEL." Pakistan Journal of Educational Research 3, no. 2 (2021). http://dx.doi.org/10.52337/pjer.v3i2.35.

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  Concepts of Chemistry are complex in nature and are hard to comprehend. To teach these complex concepts effectively, a modern constructivist instructional model can be a more appropriate choice. This study aimed to compare the academic achievement of students on posttest and retention test, taught through the 5E instructional model at the higher secondary level. The research design was pretest-posttest equivalent groups design. The sample consisted of 60 randomly selected students from the accessible population and was divided into two equivalent groups based on their pre-test sc

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Hakan, Saraç, and Hirca Necati. "INVESTIGATION OF MULTIPLE INTELLIGENCE ACTIVITIES BY TEACHING, MEASUREMENT AND EVALUATION METHODS AND TECHNIQUES IN THE 5E MODEL OF CANDIDATE TEACHERS." European Journal of Education Studies 3, no. 7 (2017). https://doi.org/10.5281/zenodo.814203.

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5E learning model based on constructivist approach have been implementing Science education program since 2005. Therefore, the program requisitions teachers to use student-centered teaching methods and techniques, complementary measurement and evaluation methods-techniques and multiple intelligences activities. Based on this context, the aim of this study is to examine prospective classroom teachers' Constructivist 5E lesson plans. The participants are third grade prospective classroom teachers (19 men and 24 women) who took science education lesson. The data gathered by document analysis. The

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CEYLAN ELİYEŞİL, Burcu, and Gürkan TUNA. "Effects of Cabri 3D Activities Blended into the 5E Model on Geometry Success." Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, December 1, 2023. http://dx.doi.org/10.17240/aibuefd.2023..-1324986.

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The National Council of Teachers of Mathematics recommends using effective teaching methods to develop geometric thinking. Among the constructivist approach models, the 5E model has come to the fore in the active participation of the learner and the creation of their own knowledge. In constructivist models, it is recommended to use information and communication technologies together. The number of studies using the technology-supported 5E model in mathematics teaching is limited. In this article, the effect of activities suitable for the 5E model supported by Cabri 3D geometry software on geom

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Das, Pratima, and Alaka Das. "EXPLORING THE INFLUENCE OF CONSTRUCTIVIST PRACTICES ON CHEMISTRY ACHIEVEMENT AT SECONDARY LEVEL." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, December 1, 2024, 48–50. https://doi.org/10.36106/ijsr/9734832.

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This study looked at how the constructivist learning approach affects Chemistry achievement among Class IX students at Vivekananda Kendra Vidyalayas in Nalbari. The research used a pre-test post-test quasi-experimental design with 120 students, where the experimental group was taught using the constructivist 5E Model, and the control group received traditional teaching. Two tools were utilized for data collection in this study, Chemistry lesson plans focused on atoms and molecule as instructional tool, and a Chemistry achievement test both prepared and developed by the investigator. The t-test

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Polanin, Joshua R., Megan Austin, Joseph A. Taylor, Rebecca Rose Steingut, Melissa A. Rodgers, and Ryan Williams. "Effects of the 5E Instructional Model: A Systematic Review and Meta-Analysis." AERA Open 10 (January 2024). http://dx.doi.org/10.1177/23328584241269866.

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We conducted a comprehensive, systematic review and meta-analysis on the effects of the BSCS 5E Instructional Model—and its related variants—on science, math, and motivation outcomes. The 5E Instructional Model is a framework for delivering STEM instruction that is based on constructivist learning theory; it has been used throughout the U.S. and other countries, particularly in Turkey. Despite its wide usage, no comprehensive systematic review and meta-analysis on the effects of 5E and related models has yet been conducted. Our search and screening procedures yielded 61 randomized controlled t

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Santhosh, Albert Saldanha, and Vijayalakshmi Naik Dr. "Promoting Achievement through Experiential Learning among Secondary School Students." September 16, 2023. https://doi.org/10.5281/zenodo.8350945.

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The research paper is on promoting achievement through experiential learning among the students of standard ninth. Experiential learning in language could be learner-friendly and foster achievement by the implementation of 5E’s constructivist instructional module. In experiential learning students are playing an active role and learn to reflect on their learning experiences. Thus, helps in developing skills, attitudes, and new ways of thinking among the learners. In the present study, the researcher has reviewed prior studies and in-depth analysis of literature was done to formulate hypo

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Wei, Xiaodong, Lei Wang, Lap-Kei Lee, and Ruixue Liu. "Multiple Generative AI Pedagogical Agents in Augmented Reality Environments: A Study on Implementing the 5E Model in Science Education." Journal of Educational Computing Research, December 6, 2024. https://doi.org/10.1177/07356331241305519.

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Notwithstanding the growing advantages of incorporating Augmented Reality (AR) in science education, the pedagogical use of AR combined with Pedagogical Agents (PAs) remains underexplored. Additionally, few studies have examined the integration of Generative Artificial Intelligence (GAI) into science education to create GAI-enhanced PAs (GPAs) that enrich the learning experiences. To address these gaps, this study designed and implemented a GPA-enhanced 5E model within AR environments to scaffold students’ science learning. A mixed-methods design was conducted to investigate the effectiveness

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Wardhani, Ni Ketut Sri Kusuma, and Ni Wayan Yusi Armini. "Implementasi Learning Cycle 5E Dalam Pembelajaran Pendidikan Agama Hindu dan Budi Pekerti Pada Siswa Kelas X SMAN 1 Rendang Karangasem." Jurnal Penelitian Agama Hindu, January 24, 2022, 98–112. http://dx.doi.org/10.37329/jpah.v0i0.1620.

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The covid-19 pandemic has significantly influenced the educational field where all instructional processes are shifted to online learning. This study aims to analyze strategy, problems, and implication of the implementation of 5E learning cycle on religious studies and character education of the tenth graders of SMAN 1 Rendang Karangasem during the Covid-19 pandemic. The 5E learning cycle is an application of constructivist approach covering engagement, exploration, explanation, elaboration, and evaluation. This study employs a phenomenological approach where the data is gathered through obser

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Varoglu, Lutfiye, Ayhan Yilmaz, and Şenol Şen. "The Impact of the 5E Learning Model Improved with Concept Maps on Motivation." Center for Educational Policy Studies Journal, September 22, 2023. http://dx.doi.org/10.26529/cepsj.1504.

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The examination of students’ motivation towards lessons is an important aspect of educational studies. The constructivist approach significantly impacts the improvement of students’ motivation. The present study aims to examine the use of the 5E learning model with concept maps to support students’ motivation and compare the 5E approach and the classical approach to teaching chemistry in terms of motivational dimensions. The main subject of this study is an assessment of students’ motivation using the 5E learning model, which promotes student-centred teaching. The study was conducted with 100

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Karsli Baydere, Fethiye. "Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature." Chemistry Education Research and Practice, 2021. http://dx.doi.org/10.1039/d0rp00348d.

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The main purpose of this study was to investigate the effect of the Context-Based Approach (CBA) enriched by Prediction–Observation–Explanation (POE) on 5th grade students’ conceptual understanding of the States of Matter, Heat and Temperature. In this study, quantitative and qualitative data collection methods were employed. The quantitative element used a quasi-experimental design involving a non-equivalent pretest–posttest control group. This research was performed with a total number of 38 (N control group = 18, N experimental group = 20) 5th grade students (aged 10 to 11 years) in a schoo

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ISKANDAR, Fuat, Bedjo SUJANTO, and M. Syarif SUMANTRİ. "Character Education Human Nature Based-Curriculum in Science Learning of Primary School." International e-Journal of Educational Studies, October 29, 2022, 184–90. http://dx.doi.org/10.31458/iejes.1171845.

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Dioramas are seen as unique teaching tools for environmental education in general and biodiversity education in particular as they present realistic learning environments that can reflect the components of the biodiversity, relationships among these components and changes occur over time. The aim of this study is to examine middle school students' views on diorama supported biodiversity education. A phenomenological approach based on student experiences were employed for the study. The study group of the research consists of twenty-four 7th grade students studying during the 2021-2022 academic

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ASLAN EFE, Hülya, Sadreddin TUSUN, Ali Osman ALAKUŞ, and Rıfat EFE. "An Investigation of Middle School Students’ Views on the Contributions of Dioramas to Biodiversity Education." International e-Journal of Educational Studies, October 29, 2022, 136–47. http://dx.doi.org/10.31458/iejes.1131985.

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Dioramas are seen as unique teaching tools for environmental education in general and biodiversity education in particular as they present realistic learning environments that can reflect the components of the biodiversity, relationships among these components and changes occur over time. The aim of this study is to examine middle school students' views on diorama supported biodiversity education. A phenomenological approach based on student experiences were employed for the study. The study group of the research consists of twenty-four 7th grade students studying during the 2021-2022 academic

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"Effect of Pro-iCo Module towards Students’ Achievements on Chemical Bonding." International Journal of Recent Technology and Engineering 8, no. 2S9 (2019): 748–56. http://dx.doi.org/10.35940/ijrte.b1156.0982s919.

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The deterioration of Malaysian students’ achievements in Science subject is an alarming issue. Malaysian students’ enrolment in STEM at upper secondary schools has gradually declining. Effective STEM teaching materials developed by using appropriate teaching approach for improving students’ achievements in STEM field, particularly Chemistry is urgently needed. Thus, the purpose of this study was to determine the effects of the teaching module towards students’ achievements on chemical bonding. Pro-iCo Module was designed and developed by the researcher based on STEM-5E learning cycle construct

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Putra, Jaya Dwi. "LEARNING CYCLE 5E (DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-REGULATED LEARNING MATEMATIKA) LEARNING CYCLE 5E (IN IMPROVING ABILITY MATHEMATICS COMMUNICATION AND MATHEMATICS SELF-REGULATED LEARNING )." CAHAYA PENDIDIKAN 3, no. 1 (2017). http://dx.doi.org/10.33373/chypend.v3i1.870.

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The Learning Cycle 5E (LC 5E) model is based on a constructivism approach, which includes high-level thinking skills, stimulating students to explore, discover and gain experience. The LC 5E model also facilitates the learning process and gives students the opportunity to learn meaningfully. The goals of mathematics learning include improving mathematical communication skills as well as students' self-regulated learning (SRL) mathematics. Student's mathematical communication ability is expected to be improved through LC 5E learning that is, in the explanation stage students are required to exp

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