Browsing by Subject "5E learning cycle"

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5E instruction in a biology classroom
(Montana State University - Bozeman, College of Letters & Science, 2020) Ingwaldson, Holly Marie; Chairperson, Graduate Committee: Greg Francis
The purpose of the study was to determine if students learn scientific concepts better from 5E instruction versus traditional science instruction. Two groups of students were taught genetics concepts in accordance with state standards. The non-treatment group received traditional science instruction while the treatment group received a small amount of traditional instruction followed by 5E instruction. Scores from the end of unit test were compared to see if there was a difference between mean and median values. Statistical testing indicated that students learned scientific concepts better when learning through 5E instruction. Students in the treatment group performed better on the test than students in the non-treatment group.
The 5E instructional method in high school
(Montana State University - Bozeman, College of Letters & Science, 2020) Wieloch, Natalie Frances; Chairperson, Graduate Committee: Greg Francis
This research addressed the question of whether the 5E Instructional Method improves test scores in the science classroom. Students were given a pretest and a posttest for both a nontreatment and treatment unit. The results of those tests were compared. This research did not show a significant difference in tests scores between nontreatment and treatment units. The 5E Instructional Method was a beneficial teaching method because it increased student attitude and engagement, even though it was not found to increase test scores in this situation.
The 5E instructional model for the next generation chemistry classroom
(Montana State University - Bozeman, Graduate School, 2016) Chase, Amy M.; Chairperson, Graduate Committee: Peggy Taylor.
The purpose of this study was to determine if scientific literacy skills centered on the Science and Engineering Practices from the Next Generation Science Standards would be impacted by the 5E Learning Cycle pedagogy. One hundred and three high school general chemistry students participated in this study which took place over the course of four units. Students participated in pre and post treatments that included the Scientific Literacy Skills Exam, the Science and Engineering Practice Survey, and the Elements of Science Learning Survey. In addition, student performance was evaluated on a pre- treatment laboratory rubric scores and four treatment scores. Results suggest an attitudinal and cognitive gain in students' literacy skills gained during the 5E instructional units. The most growth occurred within the Science and Engineering Practice of planning and carrying out investigations, where the highest scores were seen in normalized gain value in rubric comparisons. In addition, this practice received the highest number of student responses to most focused on practice and highest percentage of gain during the Test for Scientific Literacy.
The 5E learning cycle vs. traditional teaching methods and how they affect student achievement rate, interest, and engagement in a high school physics classroom
(Montana State University - Bozeman, College of Letters & Science, 2020) Ali, Walayat; Chairperson, Graduate Committee: Greg Francis
The main research question I sought to answer was "the 5E learning cycle vs. Traditional teaching methods" and how they affect student achievement rate, interest, and engagement in a high school physics classroom? Students from two eleventh grade classes participated in the study that covered two physics units. Each class learned one unit through 5E learning cycle and one unit through traditional teaching methods. Pre- and post-content tests, surveys, interviews, attitude scales and engagement tally charts were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that Traditional teaching method was more effective to produce higher achievement rate but 5E learning cycle stimulated curiosity ,equipped students with better lab and critical thinking skills ,enhanced interest and improved engagement level .
The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom
(Montana State University - Bozeman, Graduate School, 2013) Crider, Joe Colin; Chairperson, Graduate Committee: Peggy Taylor.
In this investigation, two third grade science classes were studied to determine whether the 5E Learning Cycle or traditional teaching methods were more effective in improving student achievement, interest and engagement. Both classes participated in a three-week 5E Learning Cycle unit and a three-week traditional teaching method unit. Results revealed higher student scores, interest and engagement during the 5E Learning Cycle units than the traditional teaching method units.
The 5E model of learning in a chemistry classroom
(Montana State University - Bozeman, College of Letters & Science, 2022) Lippert, Mercedes; Chairperson, Graduate Committee: C. John Graves
The 5E model of learning includes five stages: engage, explore, explain, evaluate, and elaborate. The focus of my action research was to study the effect of the 5E model of learning on student learning and retention in chemistry. The study also investigated its effect on students' attitudes towards science and inquiry. During the duration of the study, two chemistry units were taught to two high school chemistry classes consisting of a total of 35 students. One class was taught one unit with the 5E model while the other class was taught using traditional methods, and then the classes were swapped for the next unit. Average test scores among treatment and non-treatment groups were not very different. However, lower-level students largely benefitted from following the 5E model. Students' attitudes towards science and inquiry improved after treatment. I'm looking forward to further incorporating the 5E model in a chemistry classroom throughout the school year.
Anchoring phenomenon and 5Es in high school physics
(Montana State University - Bozeman, College of Letters & Science, 2022) Acic, Vasilij; Chairperson, Graduate Committee: C. John Graves
The purpose of this study was to determine if the use of an anchoring phenomenon to drive instruction via the 5E Learning Cycle would increase the overall engagement and achievement with students in my physics courses. The non-treatment group received a teacher-led direct instruction approach, while the treatment group was taught utilizing an anchoring phenomenon and the 5E model to promote more student-led instruction. Pre- and post- test results were analyzed to determine student growth by comparing the mean and normalized gain values between groups. Observations, a behavior tally sheet, and pre- and post- Likert-type surveys helped to gather data on student engagement. The analyzed data indicates more student growth and engagement took place during the treatment unit's.
Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?
(Montana State University - Bozeman, College of Letters & Science, 2018) Hollow, Tyler; Chairperson, Graduate Committee: Greg Francis
I teach ninth grade earth science at Helena High School in Helena, Montana. I conducted Action Research (AR) in two of my class periods (51 students). Most of my students are Caucasian and 19.6% utilize Special Education Services. The purpose of this AR was to assess the effects of scientific inquiry on students' conceptual learning and engagement, and effects this might have on the teacher. Scientific inquiry has been defined by Next Generation Science Standards Science and Engineering Practices, which our district has recently adopted. The long-term goal for this AR is to increase success for ninth grade students by engaging them in their learning, teaching them the process of science and increasing their understanding of the natural world through scientific inquiry instruction. The AR essential question is, 'How does teaching scientific inquiry through the 5E Learning Cycle and other strategies affect ninth grade earth science students' engagement and their conceptual understanding?' For the methodology, I compared a treatment unit, taught through scientific inquiry teaching strategies, with a non-treatment unit, taught through traditional teaching strategies. The findings from the AR demonstrate that students had an increase in conceptual understanding in the scientific inquiry taught unit and improved student science inquiry skills. Results showed that similar student engagement occurs in activities that are taught in science inquiry instruction and traditional instruction. Students demonstrated positive attitudes during both units of study when the lessons were engaging. Students were highly engaged in lessons when they were hands-on, phenomenon were demonstrated, presentations were interesting, and when they were working on projects. I plan on using many teaching strategies from this AR, such as creating one 5E Learning Cycle for each unit, increasing the number of projects that are student driven, and include more demonstrations during presentations to increase students' understanding.
The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom
(Montana State University - Bozeman, College of Letters & Science, 2017) Dodge, Michelle Marie; Chairperson, Graduate Committee: Walter Woolbaugh
This action research project evaluates the effectiveness of the 5E instructional model in a 9th grade environmental science classroom to engage students and improve their ability to apply scientific knowledge to new situations. In this study the 5E instructional model was compared with the traditional approach of the direct teach instructional method. Student assessments, surveys, and interviews were used to gauge whether the 5E instructional model aided in student ability to apply knowledge and engage in classroom experiences. Teacher observations, an engagement tally, and teacher journals were also utilized to evaluate teaching effectiveness and student learning. In this study, the role of the teacher in the classroom within these two instructional models was compared. This study indicated a slight advantage of using the 5E instructional model over direct teach, however both methods of instruction can be effective tools in classroom teaching.
Effect of the 5E instructional model on student understanding and engagement in high school chemistry
(Montana State University - Bozeman, Graduate School, 2013) Watt, Mary Ann Hirshfeld; Chairperson, Graduate Committee: Peggy Taylor.
Twenty-nine students in two sections of high school chemistry were the focus of a study on the effect of the 5E instructional model on student understanding and long-term memory of chemistry concepts, and student and teacher attitude and engagement. In the 5E model, students cycle through Engage, Explore, Explain, Elaborate, and Evaluate phases of learning through the course of an entire curriculum unit. Each new phase builds upon and refers back to the previous phases. A nonintervention unit on chemical reactions was compared with two intervention units, stoichiometry and states of matter, which were taught according to the 5E model. While the data collected had mixed results as to the effect of the 5E model on student understanding of chemistry concepts, the data indicated that the 5E model may have a positive impact on student long-term memory of chemistry concepts. Students also became more engaged in the learning process during the intervention units, although they found the second intervention unit to be more challenging and frustrating. I was excited by the changes in my classroom, and frustrated when things did not go as planned. However, I look forward to trying to continue incorporating the 5E model into my teaching in the future.
The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom
(Montana State University - Bozeman, Graduate School, 2016) Maul, Robert David; Chairperson, Graduate Committee: Peggy Taylor.
Many honors chemistry students lack the motivation and confidence needed to succeed academically in science classes. This may be a result of past science classes that are not engaging, motivating, or that punish students for failure. To improve student success and scientific literacy, I utilized gamification and the 5E learning cycle (QuIVERS) with high school honors chemistry students. The goal of this project was to use a variety of compelling aspects of video games and incorporate them into my classroom to improve my student's success at learning chemistry and to foster their identities as scientists. The intervention was inspired by Paul Andersen, who developed the QuIVERS method for his AP Biology classes. Within this cycle students engage in a question, explore an investigation, watch a video, read an elaborative reading, review, and take a summary quiz. In my intervention, I incorporated the following characteristics of gamification: self-paced advancement, failure normalization, badges for completing challenges, and levelling. The study began with a non-treatment control group from the previous year. Class averages, formative assessment scores, and summative assessment scores were recorded for comparing with the treatment group. Two units of the study, nomenclature and chemical reactions were used at the treatment units. The assessments included three nomenclature quizzes and a multiple choice test for the nomenclature unit, and a balancing equations quiz and multiple choice test for the chemical reaction unit. Overall, the impact on student learning and student identity as a scientist was inconclusive and it appeared that the intervention had no significant impact on either. Changes were small in many of the measured standards. Students seemed to be most impacted in their confidence and willingness to learn in environments where failure was encouraged. The majority of students found the intervention positive and helpful. My results matched the research that demonstrated that student engagement, achievement, and motivation all can be affected positively by high-quality games and holistic classroom game environments. Because of the importance of careful design, the time needed to incorporate a successful gamification intervention may, for some, outweigh the possible benefits. An increase in the duration of the intervention could be used to see if there is a stronger impact on student learning and to help foster identities in science content could be incorporated in ways that involve more science practices and inquiry.
The effects of the 5E learning cycle on high school science students
(Montana State University - Bozeman, College of Letters & Science, 2022) McCollough, David Frederick; Chairperson, Graduate Committee: C. John Graves
In this study, high school Earth science students were taught units on geologic time, oceanography, weather, and meteorology using the 5E learning cycle and traditional teaching methods. Pretest and posttest assessments, delayed posttests, observations, student interviews and pre- and post- TOSRA surveys were used to determine how the 5E learning cycle affects high school students. Results of this study suggested that there was no significant difference between outcomes of the two teaching methods. However, students seemed to enjoy the inquiry approach of the 5E learning cycle.
Effects of the 5E learning cycle on student content comprehension and scientific literacy
(Montana State University - Bozeman, Graduate School, 2012) Hagerman, Charlotte L.; Chairperson, Graduate Committee: Peggy Taylor.
In this investigation the 5E learning cycle was implemented as the primary teaching method, with the purpose of improving student's content comprehension and scientific literacy skills. The steps of the 5E learning cycle were continuously carried out using a wide variety of assessments. Though content comprehension did not increase dramatically, students did show marked improvement in their scientific literacy and ability to think critically.
The effects of the 5E learning cycle on student integration of science vocabulary
(Montana State University - Bozeman, Graduate School, 2014) Generaux, Shari Lynn; Chairperson, Graduate Committee: Peggy Taylor.
Teachers at Elmhurst Community Prep have been using a traditional approach to teach vocabulary to middle school students for the past 5 years. This strategy involves frontloading terms and definitions using a worksheet which requires students to record each word and definition and then create a sentence and image prior to interacting with the content. The expected outcome of strategy was to support students who were reading below their grade level. Data from classroom assessments and state testing showed that 8th grade students continued to struggle reading text, worksheets and assessment questions. However, on occasions when inquiry instruction was used, student assessments scores increased. The purpose of this study was to determine the effect of the 5E Learning Cycle on 8th grade physical science students' ability to use vocabulary on written assignments, discourse and assessments. Students were given an opportunity to engage and explore content prior to the introduction of vocabulary. Students also time to interact with vocabulary through practice and interactive games on the computer. Pre-treatment and post-treatment data was collected using student assessment data, student notebooks, written assignments, teacher observations and surveys. The results of the study show most students made gains in their academic performance. Whole grade level data, from classroom assessments, showed a gain of 5% for both male and female students. However, the data also revealed that African American females gained 11% on assessment scores and Vietnamese females gained 8%. Another notable gain, of 7% was identified among female English Language Learners. In addition to improved student performance on assessments, students' opinion and engagement with vocabulary improved. The results of this study suggest that inquiry based instruction does improve students ability to use and engage with vocabulary with the greatest gains among female students.
The effects of the 5E learning cycle on understanding high school biology
(Montana State University - Bozeman, Graduate School, 2013) Kenealy, Kevin Raymond; Chairperson, Graduate Committee: Peggy Taylor.
In this investigation the 5E learning cycle was used to see if student learning, motivation, and teacher attitude were improved in high school biology. A restructured curriculum was implemented to emphasize the 5E learning cycle model. Student assessments, surveys, and interviews were analyzed to see the change in student learning and motivation. Teacher journals, observation, and surveys were analyzed to see the change in teacher attitude. Results did not reveal an overall change in student learning, however student perception of their learning and motivation did improve. Teacher motivation and attitude improved but at the expense of time.
The effects of the 5E learning model in the middle school classroom
(Montana State University - Bozeman, College of Letters & Science, 2022) Zavesky, Katy Ming-Chien Hwang; Chairperson, Graduate Committee: C. John Graves
Seventh graders continually need to be engaged and motivated to work in class. The main research question was "what are the effects of the 5E Learning Model on academic achievement and attitude in middle school classroom?" Students were split into four classes which engaged in traditional learning and 5E Learning Models. Pre- and post-treatment assessments, surveys, interviews and teacher observations were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that students' attitudes of science improved with the 5E Learning Model through student short answer responses and small group interviews. There was no conclusive quantitative data relating to the 5E Learning Model and academic achievement. Through qualitative responses, students' attitude and engagement towards science improved with the 5E Learning Model.
Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude
(Montana State University - Bozeman, Graduate School, 2012) Cramer, Karla B.; Chairperson, Graduate Committee: Peggy Taylor.
The investigation involved implementing constructivist instruction via the Biological Sciences Curriculum Study 5E Instructional Model to determine its' impact on student achievement and attitude. The study included 68 seventh grade Life Science students of average to above average achievement at a community based K-12 school in Florence, Montana. Treatment was implemented during a six week biome unit in which student achievement was assessed through the Evaluation Association Measured Academic Progress and summative assessments. Student attitude was evaluated through the Test of Science Related Attitudes and learning preference surveys, pre- and post-treatment. The effectiveness of constructivism approach to instruction on achievement via the BSCS 5E Instructional Model in the science classroom was not conclusively supported by data.
The impact of discrepant events on a 10th grade biology classroom
(Montana State University - Bozeman, College of Letters & Science, 2017) Rouwenhorst, Lisa Kay; Chairperson, Graduate Committee: Walter Woolbaugh
I find that the first few minutes of class is the most critical. The students have a hard time settling in and switching their brain to the lesson at hand. If I lose them, it can take 15-20 minutes for them to become calm and focused which wastes almost half of the 47-minute class period. Students have seven classes each day so I recognize that it is hard to switch gears when you are a struggling learner. I believe their brain needs some help to engage, and engaging in a discrepant event might be the way to do that. I hope to engage the students as part of the 5E lesson cycle through the use of discrepant events. Discrepant events are designed to have an unexpected outcome, which puts the learner in a state of cognitive dissonance. An example of a discrepant event in biology class is observing osmosis in an egg. Raw eggs are decalcified in vinegar for a couple of days until the shell dissolves. The mass of two eggs is measured and recorded. One egg is placed in corn syrup and the other is placed in water. After one day, the eggs are carefully removed, massed, and the data recorded. The egg left in corn syrup becomes shriveled and the yolk is visible while the egg left in water swells and becomes taut. Students do not expect the water to leave the egg in corn syrup and enter the egg placed in water. The brain is stimulated to ask why the event happened and the learner becomes curious to explore further. The brain is set in motion down the path of knowledge acquisition. The rest of the 5E cycle is designed to bring the learner along until they reach the evaluation point. The parts of the 5E cycle are engage, explore, explain, elaborate, and evaluate. Focus Questions: The primary research question my project addressed was, "How does the use of discrepant events impact student academic achievement in biology class?" The first sub question I investigated was, "Are students willing to struggle through the lesson if their brain has been engaged through a discrepant event?" Sub question two was, "How do discrepant events affect students' confidence?" Finally, the third sub question was, "What effect do discrepant events have on me as the teacher?"
The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts
(Montana State University - Bozeman, College of Letters & Science, 2018) Dalbey, Leslie Heather; Chairperson, Graduate Committee: Walter Woolbaugh
Students participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two non-treatment units were designed using more traditional science teaching practices. To evaluate students' learning and retention of the science content the following data collection tools were utilized: pre-, post-, and delayed-post tests, performance assessments, and student generated concept maps. Results suggest that students made gains with both instructional methods but that there was not a clear distinction between which instructional style (5E or non-5E) was best.
Inquiry-based instructional strategies and science content vocabulary
(Montana State University - Bozeman, College of Letters & Science, 2017) Idar, April M.; Chairperson, Graduate Committee: Greg Francis
Due to the sophisticated academic vocabulary in science, students need help in learning and processing academic vocabulary and language to become independent science learners. The purpose of this study was to investigate which inquiry-based instructional strategies will effectively improve student acquisition of science content vocabulary. This action research-based classroom project was conducted at Heritage High School in Littleton, Colorado. Treatment was implemented in three freshman level physical science classes (N=87) during the months of January, February, and March 2017. Content-specific vocabulary terms were taught using traditional direct instruction and compared to vocabulary instruction using the inquiry-based strategies 5E Learning Cycle and gamification. Comparison of vocabulary pre- and post-assessments has shown that all three instructional strategies improved student vocabulary acquisition (p = 0.00), however there was not a significant difference between the three instructional strategies (p = 0.49). The 5E Learning Cycle had the highest post-test mean score, highest average normalized gains, and had the greatest decrease in standard deviation between the pre-and post-test indicating it was likely more effective than direct instruction and gamification instructional strategies. Student responses on the Student Input Survey and post-treatment interviews showed that students enjoyed the 5E Learning Cycle and gamification instructional strategies and felt that these strategies improved their motivation, engagement, and learning of content vocabulary more than direct instruction.