The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers? conceptual understanding and science process skills for ?gases and gas laws?. The sample of the study consisted 49 pre-service science teachers enrolled for the ?Science Laboratory Practices-I? course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post- -test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experiments). A control group was also taught through existing instruction (e.g., experiments, lecture and question?answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (?2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in overcoming the pre-service science teachers? alternative conceptions of ?gases and gas laws?, as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.
Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws
