Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers

Mahsa Kazempour 1 * , Aidin Amirshokoohi 2, Katrin Blamey 2
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1 Early Childhood & Elementary Education, Penn State Berks, Reading, USA
2 Early Childhood & Elementary Education, DeSales University, Center Valley, USA
* Corresponding Author
EUR J SCI MATH ED, Volume 8, Issue 1, pp. 67-75. https://doi.org/10.30935/scimath/9547
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ABSTRACT

Studies focusing on pre-service teachers have shown that the inclusion of the learning cycle model in a methods course result in improvement in understanding of and attitude toward the learning cycle model of inquiry. However, pre-service teachers’ understanding and beliefs about the learning cycle model may remain varied and inaccurate and their implementation may be inhibited due to their beliefs about teaching and learning and roles as teachers. In this article, we will discuss our extended 5E learning cycle model introduction approach consisting of active engagement and immersion of preservice teacher in the process of learning about the 5E model.
Keywords: science inquiry, learning cycle, elementary pre-service teachers, science education

CITATION

Kazempour, M., Amirshokoohi, A., & Blamey, K. (2020). Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers. European Journal of Science and Mathematics Education, 8(1), 67-75. https://doi.org/10.30935/scimath/9547

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