English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of the research was to adapt the 5E model cycles as daily lesson plans, uses for biology lesson delivery processes and evaluate its effectiveness in comparison with the uses of classical steps of daily lesson plans. Quasi-experimental method was used to identify variables of data collections in which recognized variables were set to compose of 1-5 rated score checklists. The 5E model cycles were adapted as daily lesson delivery processes instead of the classical steps of teaching biology that 40 trainees of biology teaching conducted peer-teaching twice using both the newly designed and the classical steps in four Colleges of Teacher Education of Ethiopia, whereby the effectiveness of using both the processes of daily lesson plans were evaluated comparatively.As a result, adapting the 5E model cycles for lesson delivery process was 50.65% more effective than using the classical steps in the process of teaching biology.    The research was concluded by the fact that adapting the 5E model cycles in biology lesson delivery process played significant roles to carry out classroom discussions confidentially, construct conceptual understanding and self preparedness in learning to conduct practical education.Keywords: knack, lesson plans, peer-teaching, rated scores, variables.

THE EFFECTIVENESS OF ADAPTING THE 5E MODEL CYCLES AS DAILY LESSON PLANS AND USES FOR LESSON DELIVERY PROCESSES IN TEACHING BIOLOGY