The Effects of the 5E Learning Cycle on the Scientific Learning Interests and the Diagnosis of Plant Nutrients and Energy Units in the Seventh Grade

• Main Authors: Jen-Ming Chang, 張仁明
• Other Authors: Chih-Feng Chien
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/37728652401445892886

碩士 === 中原大學 === 教育研究所 === 105 === The objectives of this study is to understand learning achievement, the science study interest, and the cognition of information processing of seventh graders by conducting basic materials and energy concepts of “Nutrient and Engergy of Plant”.To achieve the goal, the teaching model of “5E learning cycle” that developed from constructivism is employed. The research suggestions received from the experiment of 5E learning cycle are referring to the future researchers who intend to discover the constructivist teaching. The subjects of the quasi-experimental research are from two classes of seventh graders in a Taoyuan private school with 45 students are assigned to constructivist instruction (experiment) group and another 45 to traditional instruction (control) group. The experimental group is instructed via 5E learning cycle, and the control group is instructed via lecturing.The study was conducted for two weeks, total six lessons. The instructments include "Plant Nutrition and Energy Achievement Test", "Science Learning Interest Scale" as quantitative data, and "two-stage cognitive diagnosis" and semi-structured interviews as qualitative data. The findings areas follows: 1.By “Independent-Sample T Test” analysis p=0.032, it indicated that there is a significant difference between experimental and control groups on the learning achievement of “Nutrient and Engergy of Plant.” 2. By “Independent-Sample T Test” analysis p=0.000, it indicated that there is a significant difference between two groups on the learning interests of “Nutrient and Engergy of Plant.” 3.According to the two-stage diagnosis, during the learning process, students in the class of 5E learning cycle constructed their knowledge through self- learning, so the acquisition of knowledge is a meaningful learning and understand more than memory. 4.According to qualitative analysis result, students believe the 5E learning cycle in struction helps them understand the scientific knowledge effectively in the course.The students could establish knowledge by cooperating with classmates and enhanced the peer friendship. Students also liked to do it themselves. However, the time was too short.