Articles producció científica> Bioquímica i Biotecnologia

The long-term effects of introducing the 5E model of instruction on students’ conceptual learning

  • Identification data

    Identifier: imarina:9216056
    Authors:
    Garcia I Grau FValls CPiqué NRuiz-Martín H
    Abstract:
    The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students’ conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. Two questionnaires measuring the prevalence of alternative conceptions about the kinetic-molecular theory were performed over a five-year interval (pre-test in 2014 and post-test in 2019). 725 students participated, 371 in pre-test and 354 in post-test. In schools where the 5E model was introduced, statistically significant differences were observed in the percentage of correct answers between the pre- and post-test in both grades (p = 0.003 and 0.0028, respectively), with Cohen’s d = 0.427 and 0.439, respectively, indicating a relevant effect size, while in control schools no statistically significant differences were reported in either grade. These results provide strong evidence regarding the long-term sustainability of interventions aiming to change teachers’ practices in favor of active learning methods such as the 5E model and their positive effects on students’ conceptual learning.
  • Others:

    Author, as appears in the article.: Garcia I Grau F; Valls C; Piqué N; Ruiz-Martín H
    Department: Bioquímica i Biotecnologia
    URV's Author/s: Garcia Grau, Francesc / Valls Bautista, Cristina
    Keywords: Teachers Science Retention Prior knowledge Misconceptions Cycle Conceptual change Comprehension Classroom Beliefs Alternative conceptions Advance organizers Active learning Achievement 5e model
    Abstract: The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students’ conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. Two questionnaires measuring the prevalence of alternative conceptions about the kinetic-molecular theory were performed over a five-year interval (pre-test in 2014 and post-test in 2019). 725 students participated, 371 in pre-test and 354 in post-test. In schools where the 5E model was introduced, statistically significant differences were observed in the percentage of correct answers between the pre- and post-test in both grades (p = 0.003 and 0.0028, respectively), with Cohen’s d = 0.427 and 0.439, respectively, indicating a relevant effect size, while in control schools no statistically significant differences were reported in either grade. These results provide strong evidence regarding the long-term sustainability of interventions aiming to change teachers’ practices in favor of active learning methods such as the 5E model and their positive effects on students’ conceptual learning.
    Thematic Areas: Sociología Química Pedagogical & educational research Interdisciplinar Ensino Education & educational research Education Educació Educação Ciencias sociales Administração pública e de empresas, ciências contábeis e turismo
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: francesc.garcia@urv.cat cristina.valls@urv.cat francesc.garcia@urv.cat
    Author identifier: 0000-0001-8033-7217 0000-0001-5583-5695 0000-0001-8033-7217
    Record's date: 2024-07-27
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1918354
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: International Journal Of Science Education. 43 (9): 1441-1458
    APA: Garcia I Grau F; Valls C; Piqué N; Ruiz-Martín H (2021). The long-term effects of introducing the 5E model of instruction on students’ conceptual learning. International Journal Of Science Education, 43(9), 1441-1458. DOI: 10.1080/09500693.2021.1918354
    Article's DOI: 10.1080/09500693.2021.1918354
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2021
    Publication Type: Journal Publications
  • Keywords:

    Education,Education & Educational Research
    Teachers
    Science
    Retention
    Prior knowledge
    Misconceptions
    Cycle
    Conceptual change
    Comprehension
    Classroom
    Beliefs
    Alternative conceptions
    Advance organizers
    Active learning
    Achievement
    5e model
    Sociología
    Química
    Pedagogical & educational research
    Interdisciplinar
    Ensino
    Education & educational research
    Education
    Educació
    Educação
    Ciencias sociales
    Administração pública e de empresas, ciências contábeis e turismo
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