Middle Eastern Journal of Disability Studies

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Goodarzi Sorkhi F, Bakhshipour B, Homayouni A. The Teaching Model of E5 with a Constructivist Approach on Students' Problem-Solving Ability. MEJDS 2021; 11 :127-127
URL: http://jdisabilstud.org/article-1-2151-en.html

Background & Objectives: The learning style strengthens metacognition, thinking, and deep learning. To use these new methods in learning, conventional teaching experiences must change, and the use of unique patterns must prevail in the educational system. An essential goal of education should be to help students form their conceptual understanding of the concepts of courses at all levels of education. An issue in the E5 constructivist teaching model is the evolution of the traditional method. New learning methods focus on engaging students with real–life problems and fostering thinking. The current educational system considers the application of methods that cause more thinking and activity and acquisition of problem–solving skills in learners. According to the points presented, this Study intended to fill this educational gap by doing this project and presenting scientific and practical solutions, identifying new educational methods in the teaching–learning process to provide conditions for developing students' problem–solving ability. The present study aimed to evaluate the effects of the E5 teaching model based on the constructivist approach on the problem–solving ability of sixth–grade elementary school girls in schools in district one of Sari City, Iran.
Methods: This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population was 860 female students in the sixth–grade primary school district one of Sari City, Iran. Sixty subjects (n=30 in the experimental group & 30 in the control group) were selected using the cluster random sampling technique. The measuring instruments were the Long and Cassidy (1996) problem–solving style questionnaire. E5 teaching model method was performed in eight 90–minute weekly sessions. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the collected data in SPSS.
Results: According to the obtained results, using the teaching model (E5) with the constructivist approach in science lessons affects students' ability to solve problems. Achieving ideal and effective teaching requires strong links between lesson objectives and methods. It consists of teaching and learning of students, and effective teaching means a set of functions and the characteristics of teachers that achieve educational goals and learn and improve the scientific spirit of students. This point should be considered by planners and those involved in the education system.