Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies

Serife Turan

doi:10.29333/ejmste/11102

Abstract

This systematic review of qualitative studies was conducted to identify the factors that influence how pre-service science/math teachers implement the 5E instructional model and the challenges and barriers they face in doing so. Sixteen studies were identified in various electronic databases, and a meta-ethnography method was used to review the qualitative studies. The findings illustrate that the experiences of the pre-service teacher varied. Time, resources, method courses, training, field experience, beliefs, content knowledge, and classroom size were identified as influences on the practice of pre-service teachers. To sum up, this review provides a better understanding of pre-service teacher experiences in implementing the 5E instructional model.

Highlights

One factor that supports the teacher’s outlining of a math and science lesson is the application of instructional models concerning the pattern of sequence of a daily lesson or unit plan (Bybee, 2014)
Pre-service math/science teachers have had with implementing the 5E instructional model
The research question that framed the metasynthesis of literature was: What were the experiences of math/science pre-service teachers after implementing the 5E instructional model?

Summary

Introduction

One factor that supports the teacher’s outlining of a math and science lesson is the application of instructional models concerning the pattern of sequence of a daily lesson or unit plan (Bybee, 2014). A pattern of sequence can be a practical tool that the teacher uses to plan learning experiences tailored to daily lessons of any subject. Empirical studies suggest that the 5E instructional model is useful for teaching and learning (e.g., Toraman & Demir, 2016; Walia, 2012) as it helps teachers develop practical student-centered (constructivist learning environment) lessons. The 5E instructional model serves as a flexible learning cycle that assists curriculum developers and classroom teachers in creating math/science lessons that incorporate constructivist, reform-based, teaching practices (Duran & Duran, 2004). “Since the late 1980s, the 5E instructional model has been used extensively in the development of new curriculum materials and professional development experiences” (Bybee et al, 2006, p. 1)

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Results

Conclusion