The effects of the 5E learning cycle on high school science students

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Date

2022

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Journal ISSN

Volume Title

Publisher

Montana State University - Bozeman, College of Letters & Science

Abstract

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.

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Keywords

5E learning cycle

Citation

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