Effect of the 5E Model on Prospective Teachers' Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach

Autor/inn/en	Artun, Huseyin; Costu, Bayram
Titel	Effect of the 5E Model on Prospective Teachers' Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach
Quelle	In: Journal of Science Education and Technology, 22 (2013) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9371-2
Schlagwörter	Teaching Methods; Statistical Analysis; Constructivism (Learning); Scores; Methods Courses; Preservice Teachers; Elementary School Teachers; Mixed Methods Research; Science Education; Preservice Teacher Education; Retention (Psychology); Models; Elementary School Science; Science Instruction; Scientific Concepts; College Instruction; Instructional Effectiveness; Surveys; Qualitative Research; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Lehramtsstudiengang; Lehrerausbildung; Merkfähigkeit; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschullehre; Unterrichtserfolg; Survey; Umfrage; Befragung; Qualitative Forschung
Abstract	The aim of this study was to explore a group of prospective primary teachers' conceptual understanding of diffusion and osmosis as they implemented a 5E constructivist model and related materials in a science methods course. Fifty prospective primary teachers' ideas were elicited using a pre- and post-test and delayed post-test survey consisting of ten two-tier questions of which an explanatory part was integral. Individual interviews were conducted with six prospective teachers at the end of the implementation of the unit using four questions. Test scores were analyzed quantitatively and qualitatively. Post-instructional interviews were analyzed qualitatively. Statistical analysis using one-way ANOVA of student test scores pointed to statistically significant differences between pre- and post- and delayed post-test (p less than 0.05). A qualitative analysis of the prospective teachers' explanations in the two-tier questions revealed changes in their ideas overtime. Both quantitative and qualitative analyses suggest that the teaching activities promoted students' conceptual understanding. No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching activities based on 5E model enabled students to retain their new conceptual understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10