Skip to main content
SpringerLink
Log in

Effect of the 5E Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

The aim of this study was to explore a group of prospective primary teachers’ conceptual understanding of diffusion and osmosis as they implemented a 5E constructivist model and related materials in a science methods course. Fifty prospective primary teachers’ ideas were elicited using a pre- and post-test and delayed post-test survey consisting of ten two-tier questions of which an explanatory part was integral. Individual interviews were conducted with six prospective teachers at the end of the implementation of the unit using four questions. Test scores were analyzed quantitatively and qualitatively. Post-instructional interviews were analyzed qualitatively. Statistical analysis using one-way ANOVA of student test scores pointed to statistically significant differences between pre- and post- and delayed post-test (p < 0.05). A qualitative analysis of the prospective teachers’ explanations in the two-tier questions revealed changes in their ideas overtime. Both quantitative and qualitative analyses suggest that the teaching activities promoted students’ conceptual understanding. No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching activities based on 5E model enabled students to retain their new conceptual understanding.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Alkhawaldeh SA (2007) Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Res Sci Technol Edu 25(3):371–385

    Google Scholar 

  • Aydede MN, Kesercioğlu T, Arabacıoğlu S (2010) Students’ opinions regarding the usage of computer technologies in constructivist learning environment. Int J Human Sci 7(1):1114–1123

    Google Scholar 

  • Baumgartner E, Duncan K (2009) Evolution of students’ ideas about natural selection through a constructivist framework. Am Biol Teach 71(4):218–227

    Google Scholar 

  • Baviskar SN, Hartle RT, Whitnet T (2009) Essential criteria to characterize constructivist teaching: derived from a review of the literature and applied to five constructivist-teaching method articles. Int J Sci Educ 31(4):541–550

    Article  Google Scholar 

  • Bryce T, MacMillan K (2005) Encouraging conceptual change: the use of bridging analogies in the teaching of oction–reaction forcesand the ‘at rest’ condition in physics. Int J Sci Educ 6:737–763

    Article  Google Scholar 

  • Çalık M, Ayas A, Coll R, Ünal S, Coştu B (2007) Investigating the effectiveness of a constructivist-based teaching model on student understanding of the dissolution of gases in liquids. J Sci Educ Technol 16(3):257–270

    Article  Google Scholar 

  • Christianson RG, Fisher KM (1999) Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. Int J Sci Educ 6:687–698

    Article  Google Scholar 

  • Cohen L, Manion L (1989) Research methods in education, 3rd edn. Routledge Publication, New York

    Google Scholar 

  • Correiro EE, Griffin LR, Hart PE (2008) A constructivist approach to inquiry-based learning: a tunnel assay for the detection of apoptosis in cheek cells. Am Bio Teach 70(8):457–460

    Google Scholar 

  • Coştu B, Ayas A, Niaz M, Ünal S, Çalık M (2007) Facilitating conceptual change in students’ understanding of boiling concept. J Sci Educ Technol 16(6):524–536

    Article  Google Scholar 

  • Coştu B, Ayas A, Niaz M (2010) Promoting conceptual change in students’ understanding of evaporation. Chem Educ Res Pract 11(3):5–16

    Google Scholar 

  • Coştu B, Ayas A, Niaz M (2012) Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instr Sci 40(1):47–67

    Google Scholar 

  • Demirci N, Yavuz G (2009) The effect of constructive teaching approach on students’ science achievement in buoyancy force. e-J New World Sci Aca 4(2):508–519

    Google Scholar 

  • Diakidoy IN, Kendeou P (2001) Facilitating conceptual change in astronomy: a comparison of the effectiveness of two instructional approaches. Learn Instr 11(1):1–20

    Article  Google Scholar 

  • Driver R, Guesne E, Tiberghien A (1985) Children’s ideas in science. Open University Press, Milton Keynes

    Google Scholar 

  • Ebenezer JV, Erickson G (1996) Chemistry students’ conceptions of solubility. Sci Educ 80(2):181–201

    Article  Google Scholar 

  • Hardy I, Joen A, Möller K, Stern E (2006) Effects of ınstructional support within constructivist learning environments for elementary school students’ understanding of floating and sinking. J Educ Psychol 98(2):307–326

    Article  Google Scholar 

  • Harrison AG, Treagust DF (2001) Conceptual change using multiple interpretive perspectives: two case studies in secondary school chemistry. Instr Sci 29(1):45–85

    Article  Google Scholar 

  • Havu-Nuutinen S, Keinonen T (2010) The changes ın pupıls’ conceptıons of human body based on scıence, technology and socıety based teachıng. J Baltic Sci Educ 9(3):212–223

    Google Scholar 

  • Hewson MG, Hewson PW (1983) Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. J Res Sci Teach 20(8):731–743

    Article  Google Scholar 

  • Hynd CR, McWhorter JY, Phares VL, Suttles CW (1994) The role of instructional variables in conceptual change in high school physics topics. J Res Sci Teach 31(9):933–946

    Article  Google Scholar 

  • Kai Hakkarainen K (2003) Progressive ınquiry in a computer-supported biology class. J Res Scı Teach 40(10):1072–1088

    Article  Google Scholar 

  • Kelly PV, Odom AL (1997) The union of concept mapping and learning cycle for meaningful learning: diffusion and osmosis. In: Paper presented at the national science teachers association, New Orleans, Louisiana

  • Kinchin IM (2000) From ‘ecologist’ to ‘conceptual ecologist’: the utility of the conceptual ecology analogy for teachers of biology. J Bio Educ 34(4):178–183

    Article  Google Scholar 

  • Konuk K, Kılıç S (2008) Konya ili lise öğrencilerinde osmoz ve difüzyon konusundaki kavram yanılgıları

  • Köse S (2007) The effects of concept mapping ınstruction on overcoming 9th grade students’ misconceptions about diffusion and osmosis. J Baltic Sci Educ 2:16–25

    Google Scholar 

  • Krajšek SS, Vilhar B (2010) Active teaching of diffusion through history of science, computer animation and role playing. J Biol Educ 44(3):116–122

    Article  Google Scholar 

  • Liao Y-W, She H-C (2009) Enhancing eight grade students’ scientific conceptual change and scientific reasoning through a web-based learning program. Educ Technol Soc 12(4):228–240

    Google Scholar 

  • Marek EA, Cowan CC, Cavallo AML (1994) Students’ misconceptions about diffüsion: how can they be eliminated. Am Biol Teach 56:74–77

    Article  Google Scholar 

  • Mulford DR, Robinson WR (2000) An inventory for alternate conceptions among first-semester general chemistry students. J Chem Educ 79(6):739–744

    Article  Google Scholar 

  • Niaz M (2002) Facilitating conceptual change in students’ understanding of electrochemistry. Int J Sci Educ 4:425–439

    Article  Google Scholar 

  • Odom AL (1992) The development and validation of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis, Doctoral thesis, Missouri-Columbia Üniversitesi, Kolombiya

  • Odom AL, Barrow LH (1993) Freshman biology majors’ misconceptions about diffusion and osmosis. In: Paper presented at the annual meeting of the national association for research in science teaching, 9, Atlanta

  • Odom AL, Barrow LH (1995) Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion osmosis after a course of ınstruction. J Res Sci Teach 32:45–61

    Article  Google Scholar 

  • Odom AL, Kelly PV (2001) Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students. Sci Educ 85:615–635

    Article  Google Scholar 

  • Özmen H, Şahin NF, Şahin B (2004) Fen bilgisi öğretmen adaylarının difuzyon ve osmoz kavramlarını anlama seviyelerinin belirlenmesi. Dokuz Eylül Univ Buca Fac Educ 15:81–90

    Google Scholar 

  • Özmen H, Demircioğlu H, Demircioğlu G (2009) The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding. Comput Educ 52(3):681–695

    Article  Google Scholar 

  • Panizzon D (2003) Using a cognitive structural model to provide new insights into students’ understandings of diffusion. Int J Sci Educ 12:1427–1450

    Article  Google Scholar 

  • Pınarbaşı T, Canpolat N, Bayrakçeken S, Geban Ö (2006) An investigation of effectiveness of conceptual change text-oriented instruction on students’ understanding of solution concepts. Res Sci Educ 36(4):313–335

    Article  Google Scholar 

  • Posner GJ, Strike KA, Hewson PW, Gertzog WA (1982) Accommodation of a scientific conception: toward a theory of conceptual change. Sci Edu 66(2):211–217. Publications, California

    Google Scholar 

  • Riemeier T, Gropengieber H (2008) On the roots of difficulties in learning about cell division: process-based analysis of students’ conceptual development in teaching experiments. Int J Sci Educ 30(7):923–939

    Article  Google Scholar 

  • Ross P, Tronson D, Ritchie RJ (2006) Modelling photosynthesis to increase conceptual understanding. J Biol Educ 40(2):84–88

    Article  Google Scholar 

  • Simpson WD, Marek EA (1988) Understanding and misconceptions of biology concept held by students attending small high schools and students attending large high schools. J Res Sci Teach 25:361–374

    Article  Google Scholar 

  • Soderberg P (2003) An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. Int J Scı Educ 25(1):35–55

    Article  Google Scholar 

  • Tarakçı M, Hatipoğlu S, Tekkaya C, Özden MY (1999) A cross-age study of high school students’ understanding of diffusion and osmosis. Hacettepe Univ J Educ Fac 15:84–93

    Google Scholar 

  • Tekkaya C (2003) Remediating high school students’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change. Res Sci Technol Educ 1:5–16

    Article  Google Scholar 

  • Tekkaya C, Çapa Y, Yılmaz Ö (2000) Biyoloji öğretmen adaylarının genel biyoloji konularındaki kavram yanılgıları. Hacettepe Univ J Educ Fac 18:140–147

    Google Scholar 

  • Tsai C–C (1999) Overcoming junior high school students’ misconceptions about microscopic view of phase change: a study of an analogy activity. J Sci Edu Technol 8(1):83–91

    Article  Google Scholar 

  • Tural G, Akdeniz AR, Alev N (2010) Effect of 5e teaching model on student teachers’ understanding of weightlessness. J Sci Educ Technol 19(5):470–488

    Article  Google Scholar 

  • Tweedy ME (2004) Measuring students’ understanding of osmosis and diffusion when taught with a traditional laboratory ınstructional style versus ınstruction based on the learning cycle, Master thesis, California State University, Fullerton

  • Wandersee JH, Mintzes JJ, Novak JD (1994) Research on alternative conception in science teaching and learning. Macmillan, New York, pp 177–210

    Google Scholar 

  • Westbrook SL, Marek EA (1991) A cross-age study of student understanding of the concept of diffusion. J Res Sci Teach 28:649–660

    Article  Google Scholar 

  • Yıldırım O, Nakiboğlu C, Sinan O (2004) Fen bilgisi öğretmen adaylarının difüzyon ile ilgili kavram yanılgıları. BAÜ Fen Bil Enst Dergisi 6(1):79–99

    Google Scholar 

  • Yin RK (1994) Case study research design and methods, 2nd edn. SAGE, Thousand Oaks

    Google Scholar 

  • Zuckerman JT (1991) A breach in the relationship between correctness and scientific conceptual knowledge for the meaningful solving of a problem about osmosis. In: Paper presented at the annual meeting of the national association for research in science teaching, 14, Lake Geneva

  • Zukerman JT (1994) Problem solvers’ conceptions about osmosis. Am Biol Teach 56:22–25

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Primary Science Education, Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey

    Hüseyin Artun

  2. Department of Primary Science Education, Faculty of Education, Yildiz Technical University, Istanbul, Turkey

    Bayram Coştu

Authors
  1. Hüseyin Artun
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bayram Coştu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hüseyin Artun.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Artun, H., Coştu, B. Effect of the 5E Model on Prospective Teachers’ Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach. J Sci Educ Technol 22, 1–10 (2013). https://doi.org/10.1007/s10956-012-9371-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-012-9371-2

Keywords

Search

Navigation