scholarly journals INNOVATIVE USE OF ICT IN EARLY YEARS CURRICULUM BASED ON 5E INSTRUCTIONAL MODEL

2020 ◽  
Author(s):  
Christina Kalaitzi ◽  
◽  
Christina Volioti ◽  
Keyword(s):  
Early Years ◽  
Instructional Model ◽  
5E Instructional Model

scholarly journals Efektivitas Bahan Ajar Bangun Ruang Sisi Datar Menggunakan 5E Instructional Model terhadap Aktivitas dan Hasil Belajar

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Swaditya Rizki ◽  
Syutaridho Syutaridho
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Field Tests ◽  
Instructional Model ◽  
Teaching Materials ◽  
Expert Review ◽  
Flat Side ◽  
5E Instructional Model ◽  
Eighth Grade Students ◽  
Research Procedure

The objective of this study was to know the effectiveness of teaching materials solids with flat side which was developed using the 5E instructional model against the activities and learning outcomes in eighth grade students in Junior High School State 2 Batanghari. In this study using the methodology of development research with formative type according to Tessmer (1993), namely the development of teaching materials of solids with flat side. Research procedure using 4 stages namely self evaluation, expert review and one-to-one, small group, and field tests. The results showed that the teaching material included in the category of valid and good for use. Then the average of class activity from the observation obtained a score of 10.3, it’s means that the category scores included into the active category, and then the average of learning outcomes was 71.38 where the scores included into the good category .

scholarly journals Using the 5E Instructional Model in an Online Environment with Pre-service Special Education Teachers

2020 ◽  
Vol 23 (1) ◽  
pp. 1-13
Author(s):  
Delinda van Garderen ◽  
◽  
Mary Decker ◽  
Rachel Juergensen ◽  
Heba Abdelnaby ◽  
...  
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Instructional Model ◽  
Online Environment ◽  
Teachers Perceptions ◽  
5E Instructional Model ◽  
Academic Content

In this practitioner article, we describe the innovative way the 5E Instructional Model was used in an online, hybrid special education undergraduate course to prepare pre-service teachers to teach academic content to their students with disabilities. We provide a rationale for the use of the model in the course, describe how we implemented the model in the course, pre-service teachers’ perceptions about the model as a way to facilitate and model the process of learning for themselves and students, and discuss implications for practice.

scholarly journals Business Intelligence, Analytics And Data Visualization: A Heat Map Project Tutorial

2014 ◽  
Vol 18 (3) ◽  
pp. 185 ◽  
Author(s):  
Pamela A. Dupin-Bryant ◽  
David H. Olsen
Keyword(s):  
Data Visualization ◽  
Business Intelligence ◽  
Knowledge Workers ◽  
Sql Server ◽  
Instructional Model ◽  
Data Sets ◽  
High Demand ◽  
Heat Map ◽  
Analytical Skills ◽  
5E Instructional Model

Business intelligence and analytics (BI&A) initiatives are helping countless organizations harness and interpret the vast amount of information available in the world today. The explosion of BI&A in industry has fueled the high demand for knowledge workers with advanced analytical skills. The purpose of this paper is to introduce a data visualization project tutorial for Information Systems (IS) education. The applied BI&A tutorial was designed to help students learn how to create and analyze a heat map using SQL Server Data Tools (SSDT) and SQL Server Reporting Services (SSRS). Students learn how to make decisions based on large amounts of data by presenting it in visual form. This tutorial exposes students to the decision-making power derived from data visualization. Utilizing the 5E Instructional Model, the tutorial assists in the development of BI&A professionals who can quickly make sense of mass amounts of data, identify trends buried within data sets, and are skilled in making sound decisions that add value to organizations.

Teaching Integration of 5E Instructional Model and Flower Components

2020 ◽  
pp. 253-267
Author(s):  
Thasaneeya Ratanaroutai Nopparatjamjomras ◽  
Suchai Nopparatjamjomras
Keyword(s):  
Instructional Model ◽  
5E Instructional Model

SCIENCHY - catchy science with IBSE approach

2020 ◽  
Author(s):  
Valentina Brombin ◽  
Enrico Calore ◽  
Roberta D'Onofrio ◽  
Claudia Lauro ◽  
Chiara Marchina ◽  
...  
Keyword(s):  
Earth Sciences ◽  
Sustainable Development ◽  
Science Education ◽  
Greenhouse Effect ◽  
Instructional Model ◽  
Geological Time ◽  
Student Difficulties ◽  
Geological Processes ◽  
5E Instructional Model ◽  
The Future

<p>The Sustainable Development Goal 4 of UN 2030 Agenda requires the implementation of education for sustainable development and sustainable lifestyle. In this context, Earth Sciences and related disciplines such as Environmental and Soil Sciences are fundamental teachings in any school to make younger generations aware about the effects of geological processes and human activities on climate change and to achieve possible solutions for sustainability. This aim clashes with the student difficulties in learning geosciences. In particular scientific terminology, abstract concepts, and depth of geological time make Earth Sciences difficult to understand and less attractive than others disciplines (King, 2012). As one of the hardest tasks for students is visualising unseen processes, Inquiry-Based Science Education (IBSE) is one of the best approaches to contrast this trend. This is an empirical learning method, based on “inquiry”, where students are encouraged to solve problems and explain phenomena, performing experiments. Despite in 1996 the USA National Science Education Standards defined IBSE as the best approach in natural science teaching, the majority of European classrooms are not implementing them (Rocard et al., 2007).</p><p>NOVA A.P.S. (Ferrara, Italy) promotes and disseminates STEAM (Science, Technology, Engineering, Arts, Mathematics) disciplines in secondary schools using the IBSE method. To evaluate the success of this approach, NOVA asked ninety 11-year-old students from an Italian school to perform a questionnaire about “Greenhouse gases: nature, potential sources, and effects on climate” after studying the theory with traditional frontal lessons. The questionnaire was proposed again to same group after the application of IBSE approach through its “5E” phases (Engage, Explore, Explain, Elaborate, Evaluate; Bybee, et al., 2006). Students were engaged to confirm the greenhouse theory exploring the phenomena in small different ecosystems built in cut-in-half plastic bottles, partially filled with 1) soil and 2) soil with plants, covered at the top with plastic wrap and exposed to sunlight. Another bottle with soil remained unwrapped to study also the potential effects in “absence of atmosphere”. For each bottle temperature changes and CO<sub>2</sub> emissions were monitored with sensors connected to Arduino boards. The comparison of these parameters in different ecosystems and conditions led students to explain the greenhouse effect and elaborate this concept revealing also i) difference between global warming phenomena and greenhouse effect (a common misconception); ii) relevant role of soils on CO<sub>2</sub> emissions; iii) importance of vegetation in preventing the rising temperature. Finally, students were encouraged to self-evaluate the new acquired knowledge. The future task of this project is creating a sharing platform for teachers, where downloading instructions of the experiment and questionnaire form, and, in turn, uploading feedbacks. Testing and evaluating this method could bring teachers to combine traditional deductive lessons with more practical and stimulating approaches.</p><p> </p><p>Bybee R.W., et al. (2006). The BSCS 5E Instructional Model: Origins, effectiveness and applications. Retrieved from http://www.bscs.org/bscs-5e-instructional-model</p><p> </p><p>King H. (2012). Student difficulties in learning geoscience, Planet, 25, 40-47.</p><p> </p><p>Rocard M., et al. (2007). Science Education NOW: A renewed Pedagogy for the Future of Europe, Luxembourg, Office for Official Publications of the European Communities.</p>

scholarly journals Effect of the 5E Instructional Model on Physics Academic Achievement Based on Gender and Students’ Ability: A Case of Berekum Senior High Schools in Ghana

2021 ◽  
Vol 2 (Issue 1 (January to March 2021)) ◽  
pp. 1-10
Author(s):  
Eric Appiah-Twumasi ◽  
Daniel Nti ◽  
Richard Acheampong ◽  
Cosmos Eminah
Keyword(s):  
Academic Achievement ◽  
Instructional Model ◽  
Control Groups ◽  
Traditional Group ◽  
Physics Students ◽  
High Ability Student ◽  
5E Instructional Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study examined the effect of the 5E instructional model on Physics students’ academic achievement based on gender and students’ ability. The study employed a quasi-experimental design using the pre-test, post-test and delayed-post administered instruments to the experimental and control groups. The study involved two instructional strategies (5E instructional model and traditional teaching). Instruments known as Physics Students’ Academic Achievement Test (PSAAT) and Delayed Post Test (DPT) were used to gather data for the study. Mean scores, standard deviations and normalized gains were used to analyses data while ANCOVA and independent-sample t-test were used to test the hypothesis at the 0.05 level of significance. A significant difference was found between Physics students instructed with the 5E instructional model and those taught through the traditional classroom. Similarly, a significant difference was found between Physics high-ability student in the 5E instructional group and those in the traditional group. However, a non-significant difference was found between Physics low-ability students in the experimental and the control groups. Similarly, a non-significant different was found among gender concerning pre-test and post-test means scores. However, a significant difference was found among gender in favor for the male students. The study recommended that Physics teachers wanting to improve their students learning outcomes should adopt the 5E instructional model.

scholarly journals Middle School Mathematics Classrooms Practice Based on 5E Instructional Model

2020 ◽  
Vol 9 (1) ◽  
pp. 22-39
Author(s):  
Serife Turan ◽  
Shirley M Matteson
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Instructional Model ◽  
Student Centered ◽  
Mathematics Classrooms ◽  
Difficult Time ◽  
5E Instructional Model

The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty’s teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction.

Sign in / Sign up

Export Citation Format

Share Document