Putting Theory to Practice: Teaching the 5E Learning Cycle through Immersive Experiences for Pre-Service Teachers

Autor/inn/en	Kazempour, Mahsa; Amirshokoohi, Aidin; Blamey, Katrin
Titel	Putting Theory to Practice: Teaching the 5E Learning Cycle through Immersive Experiences for Pre-Service Teachers
Quelle	In: European Journal of Science and Mathematics Education, 8 (2020) 1, S.67-75 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Theory Practice Relationship; Preservice Teacher Education; Preservice Teachers; Models; Learner Engagement; Elementary School Teachers; Science Teachers; Learning Processes; Inquiry; Constructivism (Learning); Science Instruction; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
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 pre-service teacher in the process of learning about the 5E model. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01