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Using an embedded mixed-method design, 60 pre-service science teachers participated. Data were gathered through a 5E lesson plan rubric, self-evaluation forms, and interviews. Wilcoxon Signed Ranks and Spearman correlations were applied to quantitative results, while qualitative data used content analysis.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-teacher-evaluation-and-self-evaluation-on-pre-service-teachers-inquiry-based-5e-lesson-plan-design-and-teaching-practice/602842/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-teacher-evaluation-and-self-evaluation-on-pre-service-teachers-inquiry-based-5e-lesson-plan-design-and-teaching-practice/602842.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study?","Question",{"text":112,"@type":113},"The study examines the effect of teacher evaluation and self-evaluation on pre-service teachers’ experience with designing and applying 5E inquiry-based lesson plans, and analyzes their views on planning and teaching practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research designed and what data were collected?",{"text":117,"@type":113},"The research used an embedded mixed-method design with 60 pre-service science teachers. 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It was designed as the embedded mixed method. Total of 60 pre-service science teachers participated in this study. The data collected by the 5E Lesson Plan rubric for inquiry-based teaching which developed by Goldston et al.,(2013), self-evaluation form, and interviews. In the analysis of quantitative data, Wilcoxon Signed Ranks test and Spearman’s Rank Correlation, which are among the nonparametric tests, were used. Content analysis was performed in the analysis of qualitative data. Results showed that the average score of pre-service teachers’ lesson plans is higher in the second plans. It has been determined that self-evaluation contributes to better planning of the process. The pre-service teachers stated that the 5E inquiry model was particularly strong / effective and their lesson plans’ phases of explain and explore were weak. In line with the results obtained in the research, suggestions were made to evaluate and develop the lesson planning and teaching practice according to the 5E inquiry model.  \nKeywords: 5E lesson plan evaluation, 5E inquiry-based lesson plan, inquiry-based lesson plan rubric, self-evaluation, teacher evaluation  \nDOI: 10.29329/epasr.2020.323.20  \n1Asisst.Prof.Dr., Education Faculty, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0001-9521-0008  \nCorrespondence: [sdacavus@gmail.com](sdacavus@gmail.com)  \n2 Asisst.Prof.Dr., Education Faculty, Giresun University, Giresun, Turkey, ORCID: 0000-0001-9365-940X, Email: [fndysldg@gmail.com](fndysldg@gmail.com)  \n3 Res.Asisst.Dr. Education Faculty, Giresun University, Giresun, Turkey, ORCID: 0000-0003-0319-5993, Email: [gunkutmesci@gmail.com](gunkutmesci@gmail.com)  \nIntroduction  \nInquiry-based science teaching played a crucial role in two reform documents, (National Research Council [NRC], (1998) and Benchmarks for Scientific Literacy [AAAS], 1993) in the 1990sin line with Project 2061 in America. Based on the reports published by NRC (1998), inquiry-based science teaching was described as (a) raising curiosity and ask questions; (b) proposing preliminary explanations or hypotheses; (c) conducting simple research; (d) collecting data and evidence based on observations; (e) making explanations based on evidence; (f) considering other comments, and (g) sharing explanations. Accordingly, it is aimed that students learn science subjects and grow up as scientifically literate people with their active participation in asking questions, observing, hypothesis, conducting research, creating evidence, interpreting, and sharing results. A course prepared in line with these goals, improves students’ research skills, observation, and experimenting skills, and provides experience on issues such as analyzing, explaining, evaluating, presenting, discussing, and peer communication (Guler, & Şahin, 2019) .  \nAlthough this approach has been introduced as an effective teaching method for a long time, there have been problems in its implementation by teachers (McHenry & Borger, 2013) . Researchers determined that manty teachers and pre-service teachers (PSTs) have naïve understandings about inquiry-based teaching (Lakin & Wallace, 2015) . There are also some studies argued that PSTs successfully adopt inquiry-based education but are unable to implement it correctly (Capps & Crawford, 2013) . For this reason, the studies about how teachers and PSTs plan the inquiry-based teaching and how they ","cbCaiuwoAoByG9Oi","https://ap.wps.com/l/cbCaiuwoAoByG9Oi","pdf",451230,22,"English","# Abstract\n# Introduction\n## Inquiry-Based Science Teaching\n## Inquiry-Based Teaching\n# Data Sources and Methods\n## Quantitative Analysis\n## Qualitative Analysis\n# Results and Findings\n## Lesson Plan Scores\n## Strengths and Weaknesses in 5E Phases\n# Suggestions and Implications","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study examines the effect of teacher evaluation and self-evaluation on pre-service teachers’ experience with designing and applying 5E inquiry-based lesson plans, and analyzes their views on planning and teaching practice.\"},{\"question\":\"How was the research designed and what data were collected?\",\"answer\":\"The research used an embedded mixed-method design with 60 pre-service science teachers. Data were collected via a 5E lesson plan rubric, a self-evaluation form, and interviews.\"},{\"question\":\"What were the main findings regarding lesson planning?\",\"answer\":\"Average rubric scores of pre-service teachers’ lesson plans were higher in the second plans. Self-evaluation was determined to contribute to improved process planning.\"},{\"question\":\"Which 5E phases were reported as stronger or weaker?\",\"answer\":\"Pre-service teachers reported the 5E inquiry model as particularly strong and effective, while the explain and explore phases of their lesson plans were described as relatively weak.\"}]","The Effect of Teacher Evaluation and Self-Evaluation on Pre-service Teachers' Inquiry-Based 5E Lesson Plan Design and Teaching Practice | PDF",1792095328,55]