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

Eng Tek Ong, Sultan Idris Education University, Xingkai Luo, Jing Yuan, Janchai Yingprayoon, Guangxi Normal University, Guangxi Normal University, Suan Sunanda Rajabhat University
2020 Science Education International  
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
more » ... oup 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. ABSTRACT Science Education International 31(2), 179-184 https://doi.org/10.33828/sei.v31.i2.7 Ong, et al.: The effectiveness of a STEM-based 5E inquiry learning PD program Science Education International ¦ Volume 31 ¦ Issue 2
doi:10.33828/sei.v31.i2.7 fatcat:onoyeffkl5a6zbywxxoqxsp7hu