Challenges pre-service science teachers face when implementing a 5E inquiry model of instruction

Abstract

Pre-service science teachers (PSTs) trying to implement a 5E inquiry model into their classroom face many challenges. This study examined those challenges and the PSTs? perspective on how to overcome them. The data sample was 55 PSTs enrolled into two sections of a science methods course in a private university in North Texas. The data sources consisted of inquiry-based lesson plans, PST interviews, peer teaching observational notes, and field notes to investigate those challenges. The data were coded through designed rubrics for lesson plans and peer teaching sessions and were analyzed using constant comparative method. All data were triangulated to establish validity and reliability. The results of this study showed that PSTs faced several challenges regarding the content and method. The content related challenges were difficulty with explain and elaborate phases of the 5E. The method related challenges were managing the time to teach the 5E model, and mapping the lesson to the different parts of the 5E model. The results also showed several solutions such as having solid science content through engaging in different experiences, and having more practice with the 5E lesson planning. This study has implications for the teacher education programs to prepare teacher candidates with strong content knowledge, and to design successful interactions of PSTs with in-service cooperating teachers as mentors.