Integrated 5E Learning Cycle Model with Mobile Technology: An Effective Laboratory Approach for Future Educators
Journal of Science Education and Technology, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10956-026-10348-y
- Dergi Adı: Journal of Science Education and Technology
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Aerospace Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo, Academic Search Ultimate (EBSCO), Natural Science Collection (ProQuest), Biological Science Database (ProQuest), Earth, Atmospheric, & Aquatic Science Collection (ProQuest), Education Source Ultimate (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: 5E learning cycle, Academic achievement, Attitudes toward physics laboratories, Mobile learning, Pre-service science teacher, Scientific process skills
- Sivas Cumhuriyet Üniversitesi Adresli: Evet
Özet
This study examined the effectiveness of integrating mobile technologies into the 5E learning cycle model in improving pre-service science teachers’ learning outcomes in physics laboratory contexts. A quasi-experimental design was employed with 64 participants, assigned to an intervention group (n = 32) and a control group (n = 32). Data were collected using the Academic Achievement Test (AAT), the Attitude Scale toward Physics Laboratory (ASPL), and the Scientific Process Skills Test (SPST). The findings indicated that the mobile-supported 5E model led to significantly higher academic achievement, more positive attitudes toward laboratory work, and improved scientific process skills compared to the traditional implementation. Effect size analyses further supported these findings, indicating large to very large improvements in academic achievement and scientific process skills, and moderate to large improvements in attitudes toward the laboratory. Sub-factor analyses of the ASPL revealed particularly strong improvements in dimensions related to technology use and data analysis, suggesting that mobile technologies can support the connection between conceptual understanding and experimental practice. Overall, the findings highlight the potential of integrating mobile technologies into structured inquiry-based models to enhance laboratory learning in teacher education.