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The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers’ conceptual understanding and science process skills for “gases and gas laws”. The sample of the study consisted 49 pre-service science teachers enrolled for the “Science Laboratory Practices-I” course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post- -test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques ( i.e. , worksheets, computer animations, analogies and experi­ments). A control group was also taught through existing instruction ( e.g. , expe­riments, lecture and question–answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared ( η 2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in over­coming the pre-service science teachers’ alternative con­cept­ions of “gases and gas laws”, as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

journal of the serbian chemical society

Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws