Akademik Veri Yönetim Sistemi
Journal of Science Education and Technology, 2025 (SCI-Expanded)
This study, conducted within the scope of the General Physics Laboratory-II course, implemented instructional practices based on the 5E learning model for various physics topics (Ohm’s law, induction current, conductor resistance, magnetic fields, electrolysis, electric current, and transformers). The study followed a quasi-experimental design. Researchers examined the effects of two implementation processes carried out by 64 prospective science teachers (intervention group of 32 and a control group of 32) on graph drawing and interpretation skills. While the intervention group in this study was exposed to the 5E learning model supported by mobile technological devices, the control group received the 5E learning model supplemented with conventional laboratory equipment. To collect data during the implementations, the Graph Drawing and Interpretation Skills Test (GDIST), consisting of 21 open-ended questions requiring prospective teachers to draw and interpret graphs, was developed. The results indicated that enriched laboratory implementations with mobile technological devices were more effective in developing prospective teachers’ graph drawing and interpretation skills. Based on these results, several suggestions were made for researchers and science teachers who plan to use mobile technological devices in learning-teaching environments.