ABSTRACT

The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students’ conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. Two questionnaires measuring the prevalence of alternative conceptions about the kinetic-molecular theory were performed over a five-year interval (pre-test in 2014 and post-test in 2019). 725 students participated, 371 in pre-test and 354 in post-test. In schools where the 5E model was introduced, statistically significant differences were observed in the percentage of correct answers between the pre- and post-test in both grades (p = 0.003 and 0.0028, respectively), with Cohen’s d = 0.427 and 0.439, respectively, indicating a relevant effect size, while in control schools no statistically significant differences were reported in either grade. These results provide strong evidence regarding the long-term sustainability of interventions aiming to change teachers’ practices in favor of active learning methods such as the 5E model and their positive effects on students’ conceptual learning.

摘要

近年来，5E​​ 模型的有效性得到了学校研究的支持，尽管很少对其有效性进行长期评估，以避免新奇效应并考虑时间带来的通常保真度损失的影响。本研究旨在评估五年前将 5E 模型引入教师的干预措施对学生概念学习的长期影响。在五年的时间间隔内（2014 年的前测和 2019 年的后测）进行了两份测量关于动力学分子理论的替代概念流行率的问卷调查。725名学生参加，371人参加前测，354人参加后测。在引入 5E 模式的学校中，p = 0.003 和 0.0028，分别），Cohen 的d = 0.427 和 0.439，分别表明相关的效应大小，而在对照学校中，两个年级的报告没有统计学上的显着差异。这些结果为旨在改变教师实践的干预措施的长期可持续性提供了强有力的证据，以支持 5E 模型等主动学习方法及其对学生概念学习的积极影响。