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This study examines the utilization of ChatGPT by pre-service mathematics teachers during the 5E lesson planning process, focusing on its affordances, constraints, and potential as a supportive tool in education. Twenty-one pre-service mathematics teachers, selected through purposive sampling, participated in the study. Data collection included 5E lesson plans, ChatGPT interaction transcripts, and participant interview responses, which were analyzed using content analysis within the framework of the instrumental approach. ChatGPT was utilized for lesson planning across categories addressing instructional and pedagogical content, encompassing fourteen distinct purposes distributed across the stages of the 5E lesson plan design: five for the engagement stage, five for exploration, six for explanation, five for elaboration, and four for evaluation. Interviews revealed both the affordances and constraints of ChatGPT, noting that while it provided creative and practical ideas, it often required well-structured prompts to yield relevant results. Despite its challenges, participants expressed their intention to use ChatGPT professionally to enhance lesson planning and instructional practices. ChatGPT is a valuable yet evolving tool for fostering innovation and efficiency in mathematics education, with implications for teacher training and future research on AI integration.

This qualitative case study examines how game-based learning structured around the 5E learning model enhances ninth-grade gifted physics students’ understanding of the Sustainable Development Goals (SDGs). Conducted in a Science and Art Centre located in a developing country, the study aimed to explore students’ knowledge of the SDGs through a 6-week (12 class periods) game-based instructional process. During the intervention, students participated in a researcher-designed lesson plan consisting of interactive, game-based activities encompassing all 17 SDGs. Data were collected through pre- and post-intervention visual (drawing) and written expression tasks. The collected data were analyzed using an inductive content analysis approach, in which students’ drawings and written narratives were coded according to the SDG goals and their sub-targets. To ensure the reliability and consistency of the coding process, expert review was employed. Students were asked to produce drawings and accompanying explanations related to the SDGs before the intervention, and the same tasks were repeated after the intervention to examine changes in their conceptual understanding. The findings indicate that students developed more accurate, detailed, and goal-specific representations in their drawings and written explanations. The results further reveal that students were able to articulate the purposes of the SDGs and the relationships among different goals in a clearer and more reasoned manner. Overall, the findings suggest that implementing game-based learning within the constructivist 5E learning model is an effective approach for supporting sustainability education among gifted physics students.

STEM education is widely recognized as a powerful means of cultivating well-rounded future talent. However, challenges such as difficulties in observation, declining learning interests, and the lack of teaching resources present obstacles to the implementation of STEM education in China. Virtual Reality (VR), with its immersive, interactive, and imaginative capabilities, has the potential to enhance STEM learning by expanding the boundaries of the physical classroom. In light of these considerations and the fact that STEM activities frequently involve project-based learning (PBL), this research conducted a VR-integrated STEM PBL course entitled “Bird Feeder” at a primary school in Guangzhou. The main goal of this research was to investigate how the “VR + STEM” course affected students’ comprehension of scientific knowledge, students’ design and the acceptance of teacher and students. Twenty-seven Grade 6 students (aged 11–12) participated in the course which comprised four lessons. Two VR coursewares with specific content were developed and used as interventions during the course. Data was collected through pre- and post-tests of scientific knowledge, analysis of students’ design drafts, observation of VR learning activities, and interviews. Results from the Wilcoxon matched-pairs signed-rank test (p = 0.000) and content analysis indicated that the “VR + STEM” course significantly improved students’ understanding of scientific concepts, enhanced their design skills, and was well-received by both teachers and students. These findings suggest that VR-based STEM project in primary schools is both feasible and effective in addressing the challenges facing STEM education.

The examination of students’ motivation towards lessons is an important aspect of educational studies. The constructivist approach significantly impacts the improvement of students’ motivation. The present study aims to examine the use of the 5E learning model with concept maps to support students’ motivation and compare the 5E approach and the classical approach to teaching chemistry in terms of motivational dimensions. The main subject of this study is an assessment of students’ motivation using the 5E learning model, which promotes student-centred teaching. The study was conducted with 100 8th-grade lower secondary school students who attended a school in the Turkish Republic of Northern Cyprus (TRNC) during the spring semester of the 2018/19 school year. The study was conducted with two randomly selected groups: experimental (EG) and control (CG). The lessons of the EG were taught using the 5E Learning Model Improved with Concept Maps, while lessons of the CG were conducted using the current, conventional teaching method. The Motivated Strategies for Learning Questionnaire (MSLQ) was applied as a data collection tool in the study. Descriptive statistics and Multivariate Analysis of Variance (MANOVA) were used in data analysis. As a result, it was determined that the EG students’ motivation scores showed a significant difference from the CG students’ motivation scores. Furthermore, a significant difference was established between the EG and CG students’ intrinsic goal orientation and test anxiety post-test scores. Although the EG students’ averages for other sub-dimensions were higher than the CG students’ averages, no significant difference was found between the groups. Preučevanje motivacije učencev za pouk je pomemben vidik pedagoških študij. Konstruktivistični pristop pomembno vpliva na izboljšanje motivacije pri učencih. Namen te študije je preučiti uporabo učnega modela 5 E s konceptualnimi modeli za podporo motivacije pri učencih ter primerjati pristop 5 E in klasični pristop k poučevanju kemije z vidika motivacijskih razsežnosti. Glavni predmet te študije je ocena motivacije pri učencih z uporabo učnega modela 5 E, ki spodbuja poučevanje, osredinjeno na učence. Študija je bila izvedena s 100 učenci zadnjega triletja osnovne šole (8. in 9. razreda), ki so obiskovali šolo v turški republiki Severni Ciper v spomladanskem semestru šolskega leta 2018/19. Študija je bila izvedena z dvema naključno izbranima skupinama: eksperimentalno (ES) in kontrolno (KS). Pouk ES je potekal po učnem modelu 5 E, izboljšanem s konceptualnimi modeli, pouk KS pa po zdajšnji, tj. običajni metodi poučevanja. Kot orodje za zbiranje podatkov je bil v študiji uporabljen vprašalnik motivacijskih prepričanj in učnih strategij (MSLQ). Pri analizi podatkov sta bili uporabljeni opisna statistika in multivariatna analiza variance (MANOVA). Na podlagi analize je bilo ugotovljeno, da se rezultati motivacije učencev ES pomembno razlikujejo od rezultatov motivacije učencev KS. Poleg tega je bila ugotovljena pomembna razlika med rezultatom notranje ciljne usmerjenosti in testne anksioznosti učencev ES in KS po opravljenem testu. Čeprav so bila povprečja učencev ES za druge poddimenzije višja od povprečij učencev KS, med skupinama ni bila ugotovljena pomembna razlika.

This study investigates the effect of 5E learning model enriched with coding (5EC), gender and their interaction on 4th grade students’ mathematics achievements and permanence of their learning. It also examines the effect of the 5EC on participants’ attitudes towards mathematics. The study group consists of 119 students. Mathematics achievement test and mathematics attitude scale were used as measuring tools. Experimental group was treated with the 5EC and the control group was instructed with traditional instruction. MANCOVA results showed that the 5EC had a statistically significant effect on the collective dependent variables of the mathematics achievement post-test and mathematics retention test scores. ANCOVA results indicated that although the effect of the 5EC on mathematics achievement post-test scores is significant, it was found as insignificant on mathematics retention test scores. t-test analysis showed that a significant difference was found between students’ post-attitude scores on behalf of the experimental group.

This study aims to examine the effect of conceptual understandings related to anion-cation, acid-base, ionic-covalent, metal-nonmetal, and number of protons-number of electrons concept pairs taught in the periodic table to 8th grade students with the 5E learning model supported by concept maps. The study was conducted among 100 (50 in the experimental group and 50 in the control group) 8th grade students in North Cyprus in the second term of the 2018-2019 academic year. Data was collected using the chemistry concept diagnostic test, open-ended questions, and semi-structured interviews related to the concept pairs designed by the researchers. As a result of the study, it has been determined that the 5E learning model supported by concept maps improves the students’ conceptual understanding, and the opinions of students from the experimental group on the learning environment have been analyzed.

In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning.

Active student involvement in the teaching and learning process is important in helping students strengthen their understanding of a concept better. Knowledge that is not related to existing knowledge will be easily forgotten. To strengthen understanding and knowledge, students need to build new knowledge on top of existing knowledge to ensure meaningful learning will take place. The 5E learning model is optically discerned to be able to have a positive impact on the development of student achievement. This study examines the benefits of the 5E learning model approach in teaching mathematics through a systematic review of research literature published from 2013-21 producing a total of 20 interventions (20 studies) that satisfy this study's criteria. The results show that conceptual knowledge, procedural knowledge and flexibility of procedures for the implementation of greater interventions, which can improve mathematical learning when used appropriately. This study suggests that teachers may need additional support to complete the course of mathematics using the five phases of learning in the 5E model, which in turn can assist in conducting teaching in an orderly and effective manner. In this way, it is important to implement the construction of learning modules for the fundamental topics of algebra based on the 5E model.

The effect of the COVID-19 pandemic shows that schools must adapt new approaches in order to continue to provide teaching and learning at schools. To achieve this, students must be equipped to learn in a multifaceted, multitasking, and technology-driven world, and the utilization of web 2.0 tools has been revealed as important in this endeavor. The aim of this study is to introduce an educational website enriched with web 2.0 tools designed for science teaching and in addition, to show the effect on achievement and motivation. Therefore, the effect of an educational website supported by web 2.0 tools on achievement and motivation was investigated in a quasi-experimental design with a pretest-posttest control group. The unit of “Force and Energy” was presented through an educational website enriched by Web 2.0 tools. The positive effects of using the website on the achievement and motivation of the students in the results brought to mind the use of an educational website supported by web 2.0 tools as an alternative or support to online training during the COVID 19 pandemic.

This study employed a print laboratory material based on 5E model of constructivist learning approach to teach reflection of light and Image on a Plane Mirror. The effect of the instruction which conducted with the designed print laboratory material on academic achievements of prospective science and technology teachers and their attitudes towards physics laboratory was questioned. The study was carried out with 98 prospective teachers who attended the course named General Physics Laboratory III and undergraduate students at the Department of Science Education at Karadeniz Technical University during 2011-2012 fall semesters. The study was conducted by adopting semi-experimental method. Experimental group instructed with the designed print laboratory material whereas control group instructed in through traditional laboratory practices. The Achievement Test, Physics Laboratory Attitude Scale, and Reflective Writings were used as data collection tools. It was proved that the instruction carried out with print laboratory materials based on 5E model contributed to academic achievements of prospective teachers and their attitudes towards physics laboratory more than the instruction based on traditional approach. Based on the research results, it was recommended that print materials prepared based on the constructivist learning theory could be generalized in the Physics Laboratory courses.