Developing Inquiry Learning Characteristics of Grade 7 Students Using Integrated 5E’s of Inquiry-Based Learning and Game-Based Learning

Abstract

Inquiring learning characteristics are desirable learning behaviors that could lead to achievement in science education. The purpose of the study was to investigate the effectiveness of integrated 5E’s of inquiring-based learning and game-based learning management on grade 7 students inquiring learning characteristics. The study was conducted in an action research approach consisting of two learning circles of planning, acting, evaluating, and reflecting. The participants were 8 7-grade students in Anukulnaree School, Thailand using the purposive sampling method. The participants were selected considering their lack of inquiry learning characteristics in class. The instruments were 1) integrated 5E’s of inquiry-based learning and game-based learning management, 2) An inquiring characteristic observation form, 3) an interview form for inquiring characteristics. The data were analyzed by mean score, standard deviation, and effectiveness index with the criterion of 70. The result of the study indicated that at the end of learning circle 2, the effectiveness of integrated 5E’s of inquiring-based learning and game-based learning management on grade 7 students inquiring learning characteristics was at 75/76.36 reaching the criterion set in the study. It could be interpreted that the integration 5E’s of inquiry-based learning and game-based learning as a principle in designing learning management is beneficial in establishing inquiring characteristics in grade 7 students in learning science.

The Effects of 5E Inquiring-Based Learning Management on Grade 7 Students’ Science Learning Achievement

“…Therefore, the learning circles of engaging, exploring, explaining, elaborating, and evaluating could drive learners to construct their knowledge. The results of the study were consistent with the previous studies that also found the benefits of the teaching method in science classes (Ahmad et al, 2018;Bantaokul & Polyiem, 2022;Choowong & Worapun, 2021;Manzo et al, 2016;Ong et al, 2020;Sen & Oskay, 2017;Thangjai & Worapun, 2022). Therefore, it could be interpreted that the 5E inquiry-based learning is appropriate for science education in several settings including the Thai context as found in the current study.…”

“…The 5E instructional model uses a constructivist approach to raise students' concerns, help them develop lesson-related potential, and assess their abilities and understanding. Moreover, the model has been proved to be beneficial in science classes in several studies (Ahmad et al, 2018;Bantaokul & Polyiem, 2022;Choowong & Worapun, 2021;Manzo et al, 2016;Ong et al, 2020;Sen & Oskay, 2017;Thangjai & Worapun, 2022). The results of the previous studies suggest that the 5E teaching model benefitted science classrooms in terms of developing students' knowledge of general science (Ahmed et al, 2018), world and changes (Bantaokul & Polyiem, 2022), light and image (Choowong & Worapun, 2021), and neuroscience and drug addiction (Manzo et al, 2016).…”

Improving Mathematical Problem-Solving Abilities by Virtual 5E Instructional Organization

“…The research of the virtual 5E instructional organization, which improves students' mathematical problem-solving abilities to achieve the acceptable 70 percentage of the overall score, produced results that were compatible with their intended objectives. This may be because organizing inquiry-based learning activities allows learners to have a systematic problem-solving process in stages, resulting in students being able to write accurately explaining how to solve problems that are consistent with the results of Pinmun et al (2015) and Tunnala et al (2011) found that students had skills with mathematical problem solving skills above the 70 percent threshold, possibly due to the provision of knowledge-based learning activities, which managed to learn to use rational systemic processes to create self-knowledge that generated understanding and were able to apply their knowledge to solve problems in everyday life based on the theory of enhancing knowledge that learners created knowledge on their own, not just receiving information, with knowledge formed by interpreting the meaning of the experience gained (Dachakupt & Yindeesuk, 2014;Thangjai & Worapun, 2022). This is supported by Suckoo and Ishizaka (2021) evaluation of students' mathematical problem-solving abilities at the beginning and increasing levels.…”

“…This is supported by Suckoo and Ishizaka (2021) evaluation of students' mathematical problem-solving abilities at the beginning and increasing levels. Because problem-based learning management encourages learners to solve problems by taking action, seeking self-mobilizing knowledge, brainstorming to organize ideas until they understand the problem, developing problem solving skills with consequences that are similar to knowledge-based learning management, and managing classes through virtual classrooms by adopting learning management tools that allow learners to learn either in the classroom or outside the classroom to help facilitate learning combined with inquiry-based learning management (Schallert et al, 2020;Thangjai & Worapun, 2022). Step 4: Extend the understanding with digital tools such as Jamboard, Google Slides, Canva, Gather Town, Desmos, and GeoGebra.…”

The Development of Science Learning Achievement and Analytical Thinking of Grade 7 Students Using 5E Inquiry-Based Learning Cooperated with Graphic Organizers

“…In addition, studies have been conducted to show the association between the use of the 5E teaching model and the improvement of science learning achievement (Choowong & Worapun, 2021;Sen & Oskay, 2017;Thangjai & Worapun, 2022) and analytical thinking (e.g., Miarti et al, 2021;Ramadani et al, 2021;Suckoo & Ishizaka, 2021). In contrast, the use of graphic organizers in science education research is limited.…”