The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California’s ARISE Professional Development Workshops

Abstract

This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre-and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.

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.…”

“…ISSN 2377-22632022 Moreover, the results of the study also extend the benefits of the 5E inquiry-based learning in the concepts of science. Apart from, 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), the current study also proves that the instructional method is also beneficial in teaching the concept of heat. Consequently, further studies could use the model in instructing other concepts of science.…”

“…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).…”

“…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). It could be synthesized from the related studies that the 5E learning model can be beneficial for science education in several areas of knowledge and at different levels of education.…”

Development of Science Learning Activities Using Inquiry-Based Learning Management to Improve the Academic Achievement of Secondary School Students

“…For the reasons mentioned above, this led to the design and development of learning activities to improve student achievement by using an inquiry-based learning model to create a learning atmosphere, resulting in students being able to understand the science content and taking practical action, which resulted in higher academic achievement in science subjects and 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, 2018;Sen & Oskay, 2016;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 (Ahmad et al, 2018), the world and changes (Bantaokul & Polyiem, 2022), light and image (Choowong & Worapun, 2021), and neuroscience and drug addiction (Manzo et al, 2016). It could be determined from the related studies that the 5E helped to improve teachers' approach to teaching in order to meet the expectations of the science curriculum and provided a guideline for more effective teaching and learning management.…”