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Peer-reviewedCC BYJournal of Environmental and Science Education

Integrating Inquiry-Based Learning within the 5E-Framework: Implications for Preservice Science Teacher Education

  • Daniel Nti1
  • Eric Appia Twumasi2
  • Bans Bandoh Frempong3
  • Ernest I.D Ngman-Wara4
  • Fred Elikem Ocloo5
5 affiliations
  1. 1Presbyterian Women's College of Education, Aburi, Ghana
  2. 2University of Skill Training and Entrepreneurial Development, Ghana
  3. 3Komenda College of Education, Komenda, Ghana
  4. 4University of Education, Winneba, Ghana
  5. 5Seventh Day Adventist College of Education, Ghana
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Abstract

This study examines the effect of integrating inquiry-based learning within the 5E-Framework on enhancing conceptual understanding and critical thinking skills in the topic of density among pre-service teachers at Bagabaga College of Education, with attention to gender differences. Using a one-group pretest–posttest design, data were collected from Level 200 pre-service teachers (N = 52) and analyzed using SPSS. Results showed no statistically significant difference in normalized gain scores between males (mean NG = -0.045) and females (mean NG = -0.044); t(50) = 0.965, p > .05, indicating the model improved conceptual understanding similarly across genders. However, significant gender differences were found in critical thinking dimensions: analysis (p = .000, η² = .221) and logic (p = .005, η² = .129), while no significant difference was observed in the evaluation dimension (p = .444, η² = .010). These findings suggest that while integrating inquiry-based learning within the 5E-Framework is effective in supporting general learning gains in science concepts such as density, differences in specific cognitive skills remain. The study recommends incorporating targeted interventions to ensure more equitable development of critical thinking across genders in science education

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Cite

BibTeXRIS
BibTeX
@article{nti2026integrating,
  title = {{Integrating Inquiry-Based Learning within the 5E-Framework: Implications for Preservice Science Teacher Education}},
  author = {Daniel Nti and Eric Appia Twumasi and Bans Bandoh Frempong and Ernest I.D Ngman-Wara and Fred Elikem Ocloo},
  journal = {Journal of Environmental and Science Education},
  year = {2026},
  month = oct,
  doi = {10.15294/jese.v6i1.34358},
  url = {https://doi.org/10.15294/jese.v6i1.34358},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Integrating Inquiry-Based Learning within the 5E-Framework: Implications for Preservice Science Teacher Education
AU  - Daniel Nti
AU  - Eric Appia Twumasi
AU  - Bans Bandoh Frempong
AU  - Ernest I.D Ngman-Wara
AU  - Fred Elikem Ocloo
PY  - 2026
DA  - 2026/10/26
JO  - Journal of Environmental and Science Education
DO  - 10.15294/jese.v6i1.34358
UR  - https://doi.org/10.15294/jese.v6i1.34358
AB  - This study examines the effect of integrating inquiry-based learning within the 5E-Framework on enhancing conceptual understanding and critical thinking skills in the topic of density among pre-service teachers at Bagabaga College of Education, with attention to gender differences. Using a one-group pretest–posttest design, data were collected from Level 200 pre-service teachers (N = 52) and analyzed using SPSS. Results showed no statistically significant difference in normalized gain scores between males (mean NG = -0.045) and females (mean NG = -0.044); t(50) = 0.965, p > .05, indicating the model improved conceptual understanding similarly across genders. However, significant gender differences were found in critical thinking dimensions: analysis (p = .000, η² = .221) and logic (p = .005, η² = .129), while no significant difference was observed in the evaluation dimension (p = .444, η² = .010). These findings suggest that while integrating inquiry-based learning within the 5E-Framework is effective in supporting general learning gains in science concepts such as density, differences in specific cognitive skills remain. The study recommends incorporating targeted interventions to ensure more equitable development of critical thinking across genders in science education
SN  - 2797-0175
SN  - 2775-2518
ER  -