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Findings indicate that students believe the 5E-based approach supports meaningful learning, while implementation challenges arise from difficulties aligning with the university entrance exam system. Student-centered methods are recommended.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/high-school-students-views-on-the-5e-based-stem-learning-strategies/588177/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/high-school-students-views-on-the-5e-based-stem-learning-strategies/588177.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of this study?","Question",{"text":63,"@type":64},"The study focuses on ninth grade students’ views on 5E-based STEM learning strategies in the atomic and periodic system unit.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The study used a phenomenology qualitative design with purposive sampling. Data were collected via semi-structured interviews at the end of the intervention and analyzed through content analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What benefits and challenges did students report?",{"text":72,"@type":64},"Students emphasized that 5E-based STEM strategies promote meaningful learning. However, they believed efficient implementation was hindered by difficulties related to compatibility with the university entrance examination system.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588177,1792190963,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","HIGH SCHOOL STUDENTS’ VIEWS ON THE 5E-BASED STEM  \nLEARNING STRATEGIES1  \nSeyide EROĞLU, Oktay BEKTAŞ  \nAbstract: The aim of this study is to examine the views of ninth grade students about 5E-based STEM learning strategies in the atomic and periodic system unit. The research was carried outwith phenomenology which is one of the qualitative research designs. Purposive sampling was used and eight students participated in the study. The data was collected through a semi-structured interview at the end of the intervention and analyzed by content analysis. Based on findings, students emphasized that 5E-based STEM learning strategies promote their meaningful learning.  \nAlthough the participants mentioned that 5E-based STEM learning strategies had advantages in terms of meaningful learning, they thought that this strategy could not be implemented efficiently due to the difficulties they experienced during the 5E-based STEM learning strategies as the incompatibility with the university entrance examination system. It was recommended that student-centered teaching methods should be utilized and students should be active in their learning process in order to overcome these difficulties.  \nKey words: STEM learning strategies, 5E leaning cycle model, phenomenology, semi-structured interview, science education  \n1. Introduction  \n1.1. Constructivism  \nConstructivism suggests that students build their new knowledge using their prior knowledge. Also, constructivism expects that students build their knowledge through their teachers’ guidiance. According to constructivism, students complete meaningful learning instead of rote learning during their learning process (Von Glasersfeld, 2013) . Constructivism also guides STEM learning strategies as teachers facilitate and scaffold students’meaningful learning (Becker & Park, 2011) .  \n1.2. 5E Learning Cycle Model  \nIn this study, the 5E learning cycle model was preferred in order to apply STEM activities because this model is also based on the views of constructivism and involves students actively in the learning process (Dass, 2015) . In addition, there are many studies indicating that the 5E learning cycle model increases students’meaningful learning (eg. Liu, Peng, Wu & Lin, 2009) . The 5E learning cycle model was proposed by Atkins and Karplus in 1962. This model has been adapted to science learning, guided by Dewey's experiential learning philosophy (Kolb & Kolb, 2009) and Kolb's (1984) experiential learning theory. According to Kolb's model, learning is the result of experience (Kolb & Kolb, 2009) . The steps of the 5E learning cycle model includes engegament, exploration, explanation, elaboration, and evaluation (Bybee & Landes, 1990) .  \n1 This study is produced from the doctoral dissertation of the first author in the advisory of the second author.  \n1.3. STEM Education  \nSTEM is defined as the integration of “Science, Technology, Engineering and Mathematics”disciplines (Bybee, 2010; Dugger, 2010) . There are different views on how different disciplines can be integrated into the classroom environment and course content. However; it is seen that three approaches are widely used as multidisciplinary, interdisciplinary and transdisciplinary (Dugger, 2010; Moore, Stohlmann, Wang, Tank, Glancy & Roehrig, 2014; NRC, 2012) . In the multidisciplinary approach, a theme that includes different discipline areas is determined (Drake & Burns, 2004) . While working on the determined theme, students also acquire the objectives from different disciplines. The boundaries between disciplines are not clear, and students focus on the theme rather than the objectives of the disciplines (English, 2016) . The transdisciplinary approach enables students to face real life problems. Students benefit from different disciplines while solving the current problem. Students establish the relationship between the objectives of different disciplines and daily life (Drake & Burns, 2004). Interdisciplinary approach enabl","cbCaiiQqlMMPt6El","https://ap.wps.com/l/cbCaiiQqlMMPt6El","pdf",365711,13,"English","# Introduction\n## Constructivism\n## 5E Learning Cycle Model\n## STEM Education","[{\"question\":\"What is the focus of this study?\",\"answer\":\"The study focuses on ninth grade students’ views on 5E-based STEM learning strategies in the atomic and periodic system unit.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a phenomenology qualitative design with purposive sampling. Data were collected via semi-structured interviews at the end of the intervention and analyzed through content analysis.\"},{\"question\":\"What benefits and challenges did students report?\",\"answer\":\"Students emphasized that 5E-based STEM strategies promote meaningful learning. However, they believed efficient implementation was hindered by difficulties related to compatibility with the university entrance examination system.\"}]","HIGH SCHOOL STUDENTS’ VIEWS ON THE 5E-BASED STEM LEARNING STRATEGIES | PDF",1792064694,33]