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All Journal Journal of Environmental and Science Education
Bans Bandoh Frempong
Komenda College of Education, Komenda, Ghana
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Integrating Inquiry-Based Learning within the 5E-Framework: Implications for Preservice Science Teacher Education Daniel Nti; Eric Appia Twumasi; Bans Bandoh Frempong; Ernest I.D Ngman-Wara; Fred Elikem Ocloo
Journal of Environmental and Science Education Vol. 6 No. 1 (2026): Journal of Environmental and Science Education: April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v6i1.34358

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
Co-Authors Daniel Nti Eric Appia Twumasi Ernest I.D Ngman-Wara Fred Elikem Ocloo