The Effectiveness of a Professional Development Program on the Use of STEM-Based 5E Inquiry Learning Model for Science Teachers in China

Autor/inn/en	Ong, Eng Tek; Luo, Xingkai; Yuan, Jing; Yingprayoon, Janchai
Titel	The Effectiveness of a Professional Development Program on the Use of STEM-Based 5E Inquiry Learning Model for Science Teachers in China
Quelle	In: Science Education International, 31 (2020) 2, S.179-184 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Professional Development; Program Effectiveness; STEM Education; Active Learning; Inquiry; Science Teachers; Foreign Countries; Preservice Teachers; Inservice Teacher Education; Pedagogical Content Knowledge; Classroom Techniques; Models; Teacher Attitudes; Cooperative Learning; Elementary School Science; China + Suchen Sie Ihr Suchwort? STEM; Aktives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerfortbildung; Pädagogische Kompetenz; Klassenführung; Analogiemodell; Lehrerverhalten; Kooperatives Lernen
Abstract	This study aimed to determine the effectiveness of a professional development program on the use of a STEM-based 5E Inquiry Learning Model in enhancing the learning of STEM-based Inquiry Learning Model among 78 in- and pre-service science teachers. The topic electric circuit was used as the context of the study. Given the aim and the exploratory nature of this study, a triangulation mixed-methods design was employed: One-group pretest-posttest design which involved a single group that was pre-tested, exposed to the STEM-based 5E Inquiry Learning Model, and post-tested. This was triangulated by the qualitative responses from the participants' reflections. The analysis of the quantitative dataset using the paired samples t-test indicated that the post-test mean score was statistically significantly higher than the pre-test mean score and that the effect size obtained was educationally significant. Further analyses by gender and participants' teacher status, indicated a non-significant difference, giving credence that this result was truly the outcome of the intervention (treatment) effect instead of any disguised effect. The analysis of qualitative data through a recursive process resulted in the crystallization of three overarching key themes: Enhanced knowledge on the content used, empowered pedagogical skills on STEM-based Inquiry Learning, and heightened classroom management skill on promoting collaboration in the classroom. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01