STEM Education: Understanding the Effects of Student Interest in Science Using the 5E Learning Model
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| Title: | STEM Education: Understanding the Effects of Student Interest in Science Using the 5E Learning Model |
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| Language: | English |
| Authors: | Heather Kuethe (ORCID |
| Source: | International Journal of Technology in Education. 2025 8(4):1066-1078. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Science Education, Grade 6, Learner Engagement, STEM Education, Science Interests, Student Interests, Models, Inquiry, Experiential Learning, Active Learning, Concept Formation, Evaluation, Instructional Effectiveness |
| Geographic Terms: | Illinois |
| ISSN: | 2689-2758 |
| Abstract: | This study examined student engagement in sixth-grade science using the 5E Learning Model. A qualitative research approach was used to explore the effectiveness of the 5E learning model compared to the inquiry-based learning model used to integrate STEM within the sixth-grade science classroom. Data was gathered through observations, time on task, and journals. The participants were made of two 6th-grade science classrooms: Class A, the control group, had thirteen participants, and Class B, the experimental group, had eleven participants. The journals and observations were transcribed and analyzed. The results showed that students in the experimental group who used the 5E model were more engaged than students who learned through the inquiry-based model. The effectiveness of the 5E learning model curriculum in sixth grade will help teachers understand the challenges of integrating STEM into the science curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486606 |
| Database: | ERIC |
| Abstract: | This study examined student engagement in sixth-grade science using the 5E Learning Model. A qualitative research approach was used to explore the effectiveness of the 5E learning model compared to the inquiry-based learning model used to integrate STEM within the sixth-grade science classroom. Data was gathered through observations, time on task, and journals. The participants were made of two 6th-grade science classrooms: Class A, the control group, had thirteen participants, and Class B, the experimental group, had eleven participants. The journals and observations were transcribed and analyzed. The results showed that students in the experimental group who used the 5E model were more engaged than students who learned through the inquiry-based model. The effectiveness of the 5E learning model curriculum in sixth grade will help teachers understand the challenges of integrating STEM into the science curriculum. |
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| ISSN: | 2689-2758 |
