Integrating the 5E Model with Explicit-Reflective NOSI Teaching to Enhance Pre-Service Science Teachers' Understanding of Scientific Inquiry
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| Title: | Integrating the 5E Model with Explicit-Reflective NOSI Teaching to Enhance Pre-Service Science Teachers' Understanding of Scientific Inquiry |
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| Language: | English |
| Authors: | Junxia Long (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(3):448-464. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reflective Teaching, Preservice Teacher Education, Preservice Teachers, Knowledge Level, Knowledge Base for Teaching, Scientific Literacy, Scientific Principles, Inquiry, Methods Courses, Scientific Attitudes, Science Instruction, Teaching Methods, Models, Science Teachers |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Fostering students' scientific literacy is a key goal of science education, with understanding the nature of scientific inquiry (NOSI) as a central component. Achieving this goal requires teachers to possess adequate knowledge in this area. However, assessments indicate that pre-service science teachers (PSTs) have not yet developed comprehensive understandings of NOSI. To address this, this study integrated the 5E model with explicit-reflective NOSI teaching within a science methods course. Quasi-experimental pretest-posttest design was employed. The Views About Scientific Inquiry (VASI) questionnaire was used to assess PSTs' understanding of NOSI. Before the study, most PSTs demonstrated naive or mixed views on various aspects of NOSI. Following the intervention, PSTs' understandings of all aspects improved significantly. Among these, more than half of the PSTs demonstrated informed understandings in four aspects: "begin with questions," "multiple methods," "questions guide procedures," and "conclusions must be consistent with data." These findings highlight the effectiveness of integrating the 5E model with explicit-reflective NOSI teaching in enhancing PSTs' understanding of NOSI. As one of the early attempts, this study lays a foundation for future research on applying the 5E model to NOSI teaching across diverse educational settings and highlights the need for its integration into teacher education curricula and professional development programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477273 |
| Database: | ERIC |
| Abstract: | Fostering students' scientific literacy is a key goal of science education, with understanding the nature of scientific inquiry (NOSI) as a central component. Achieving this goal requires teachers to possess adequate knowledge in this area. However, assessments indicate that pre-service science teachers (PSTs) have not yet developed comprehensive understandings of NOSI. To address this, this study integrated the 5E model with explicit-reflective NOSI teaching within a science methods course. Quasi-experimental pretest-posttest design was employed. The Views About Scientific Inquiry (VASI) questionnaire was used to assess PSTs' understanding of NOSI. Before the study, most PSTs demonstrated naive or mixed views on various aspects of NOSI. Following the intervention, PSTs' understandings of all aspects improved significantly. Among these, more than half of the PSTs demonstrated informed understandings in four aspects: "begin with questions," "multiple methods," "questions guide procedures," and "conclusions must be consistent with data." These findings highlight the effectiveness of integrating the 5E model with explicit-reflective NOSI teaching in enhancing PSTs' understanding of NOSI. As one of the early attempts, this study lays a foundation for future research on applying the 5E model to NOSI teaching across diverse educational settings and highlights the need for its integration into teacher education curricula and professional development programs. |
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| ISSN: | 1648-3898 2538-7138 |
