Abstract

Background:
The Current study investigated the effect of the 5E learning cycle in which the simulations were integrated on pre-service science teachers' achievement in photoelectric subject.

Materials and methods:
Four sophomore level classes with their 140 students participated in the research and a quasi-experimental design was used. The classes were randomly assigned into one of the two treatment groups. The experimental group (n1=69, male=16, female=53) studied photoelectric effect with the developed instruction and the control group (n2=71, male=19, female=52) studied the same subject with traditional instruction. Achievement test and open-ended exam were administered to measure students’ pre-and-post achievements. The main effect of treatment on post-tests scores was examined via MANCOVA with pre-achievement scores used as covariate.

Results:
The analyses yielded significant treatment effect on the collective dependent variables. Follow up ANCOVA results indicated that the instruction developed for the experimental group affected participants' post-achievement and post-open-ended exam scores significantly. Extensive analyses of the open-ended exam items showed that some of the participants were considering the supplied potential as the preliminary condition for the current flow in photocell circuit.

Conclusions:
The instructors or researchers would develop their treatments by integrating scientifically well-developed simulations into 5E learning cycle and use them in their lessons to promote learners’ achievements.