Integrating 5E inquiry-based learning and STEM education to enhance grade 5 students' science process skills and achievement in friction

Abstract

This research examines the impact of a teaching plan that combines the 5E inquiry-based learning model with STEM (Science, Technology, Engineering, and Mathematics) principles on the science process skills and learning achievement of grade 5 students in the topic of friction in a Thai educational context. The study used classroom action research to evaluate whether students achieved specific skill and knowledge objectives. A purposive sampling method was used to select 45 grade 5 students from a public school. The tools used included the integrated 5E-STEM teaching plan, a science process skills test, and a friction learning achievement test. Data were analyzed using percentages, mean scores, standard deviation, and a paired samples t-test. The results showed significant improvements in students' science process skills and learning achievement, highlighting the benefits of adopting innovative teaching approaches like 5E inquiry-based learning and STEM education. However, the small sample size and absence of qualitative data suggest the need for further research to refine and expand these practices.