Development of Lesson Plan Design Skills for Preservice Science Teachers Using the Integrated STEM Education with the 5E Inquiry-Based Learning Model

Abstract

This research aimed 1) to develop prospective preservice science teachers’ knowledge and skills in creating lesson plans based on the STEM education approach integrated into the inquiry-based learning (5E) model; and 2) to examine participants' reflections on their learning after the training. The target group consisted of 33 second-year preservice science teachers. Pre-experimental Research was conducted. The research instruments included a training package to develop STEM-integrated, inquiry-based 5E lesson plans, a lesson plan assessment form, and a learning reflection assessment form. The content analysis was conducted, and basic statistics were presented as percentages. The research findings revealed that 1) The preservice science teachers' lesson plan evaluation scores after the training tended to be higher than those before the training, indicating that the training effectively developed integrated STEM-5E inquiry lesson plan design skills; and 2) The preservice science teachers reported positive learning reflections concerning knowledge, understanding lesson plans for design skills and applicability in an empirical teaching context. The training, which utilized the integrated STEM education approach with the 5E inquiry model, effectively enhanced the lesson plan design competency of preservice science teachers. The students' reflections, encompassing attitudes, perspectives, and opportunities for authentic classroom application, emphasized active learning processes, participation, and peer-to-peer exchange, all of which contributed to the development of knowledge, skills, and positive attitudes toward science education.