Changes made to science education on the national level caused many changes for state education systems. In the state of Georgia, science education instructional leaders also saw the need for a change in the way science needed to be taught to students. Due to the need to improve science teaching and learning and to increase interest in the STEM fields, Georgia Standards of Excellence for Science were released in 2016. Science teachers were required to shift their instructional practices to teach science as a practice by engaging students in specific tasks aligned to science and engineering practices. This study focused on the perceptions of middle and high school science teachers about the implementation of the 5E Instructional Model in science education. Perceptions conceptual frameworks were used in a cohesive approach to understand the experiences middle and high school science teachers had toward the implementation process of a new instructional strategy. A qualitative descriptive study was conducted to capture teachers’ perceptions of the 5E Instructional Model and its impact during their instruction. To obtain descriptive data, virtual semi-structured interviews were conducted. Purposive sampling was used to recruit eight middle and high school science teachers. Interviews were transcribed and coded, then findings were organized into themes. Three major themes derived from the descriptive data were: (1) Provided Structure to the Teaching and Learning Process; (2) Required More Time to Develop and Implement Lessons; (3) Provided Student Centered and Hands-On Instruction. The researcher discussed the implications of the study, disseminated the findings, and provided recommendations for future studies.
","abstract_html":"<p>Changes made to science education on the national level caused many changes for state education systems. In the state of Georgia, science education instructional leaders also saw the need for a change in the way science needed to be taught to students. Due to the need to improve science teaching and learning and to increase interest in the STEM fields, Georgia Standards of Excellence for Science were released in 2016. Science teachers were required to shift their instructional practices to teach science as a practice by engaging students in specific tasks aligned to science and engineering practices. This study focused on the perceptions of middle and high school science teachers about the implementation of the 5E Instructional Model in science education. Perceptions conceptual frameworks were used in a cohesive approach to understand the experiences middle and high school science teachers had toward the implementation process of a new instructional strategy. A qualitative descriptive study was conducted to capture teachers’ perceptions of the 5E Instructional Model and its impact during their instruction. To obtain descriptive data, virtual semi-structured interviews were conducted. Purposive sampling was used to recruit eight middle and high school science teachers. Interviews were transcribed and coded, then findings were organized into themes. Three major themes derived from the descriptive data were: (1) Provided Structure to the Teaching and Learning Process; (2) Required More Time to Develop and Implement Lessons; (3) Provided Student Centered and Hands-On Instruction. The researcher discussed the implications of the study, disseminated the findings, and provided recommendations for future studies.</p>","abstract_has_math":false,"creators":["Gaines, Erica Sheilasha"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Deborah Gober","Dr. Jennifer Lovelace","Dr. Brian Tyo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-04-01T07:00:00Z","date_published":"2021-04-01T07:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["STEM","Standards Of Excellence","5e Instructional Model","Learning Process","Georgia Standards Of Excellence For Science","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/445","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Deborah Gober","Dr. Jennifer Lovelace","Dr. Brian Tyo"]},{"key":"dc:creator","label":"Author","values":["Gaines, Erica Sheilasha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-10-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["STEM","Standards Of Excellence","5e Instructional Model","Learning Process","Georgia Standards Of Excellence For Science","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/445"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Changes made to science education on the national level caused many changes for state education systems. In the state of Georgia, science education instructional leaders also saw the need for a change in the way science needed to be taught to students. Due to the need to improve science teaching and learning and to increase interest in the STEM fields, Georgia Standards of Excellence for Science were released in 2016. Science teachers were required to shift their instructional practices to teach science as a practice by engaging students in specific tasks aligned to science and engineering practices. This study focused on the perceptions of middle and high school science teachers about the implementation of the 5E Instructional Model in science education. Perceptions conceptual frameworks were used in a cohesive approach to understand the experiences middle and high school science teachers had toward the implementation process of a new instructional strategy. A qualitative descriptive study was conducted to capture teachers’ perceptions of the 5E Instructional Model and its impact during their instruction. To obtain descriptive data, virtual semi-structured interviews were conducted. Purposive sampling was used to recruit eight middle and high school science teachers. Interviews were transcribed and coded, then findings were organized into themes. Three major themes derived from the descriptive data were: (1) Provided Structure to the Teaching and Learning Process; (2) Required More Time to Develop and Implement Lessons; (3) Provided Student Centered and Hands-On Instruction. The researcher discussed the implications of the study, disseminated the findings, and provided recommendations for future studies.
"]},{"key":"dc:title","label":"Title","values":["Teacher Perceptions of Teaching Science Using the 5E Instructional Model"]}]}],"canonical_facts":{"dc:contributor":["Dr. Deborah Gober","Dr. Jennifer Lovelace","Dr. Brian Tyo"],"dc:creator":["Gaines, Erica Sheilasha"],"dc:date.available":["2021-10-29T07:00:00Z"],"dc:description.abstract":["Changes made to science education on the national level caused many changes for state education systems. In the state of Georgia, science education instructional leaders also saw the need for a change in the way science needed to be taught to students. Due to the need to improve science teaching and learning and to increase interest in the STEM fields, Georgia Standards of Excellence for Science were released in 2016. Science teachers were required to shift their instructional practices to teach science as a practice by engaging students in specific tasks aligned to science and engineering practices. This study focused on the perceptions of middle and high school science teachers about the implementation of the 5E Instructional Model in science education. Perceptions conceptual frameworks were used in a cohesive approach to understand the experiences middle and high school science teachers had toward the implementation process of a new instructional strategy. A qualitative descriptive study was conducted to capture teachers’ perceptions of the 5E Instructional Model and its impact during their instruction. To obtain descriptive data, virtual semi-structured interviews were conducted. Purposive sampling was used to recruit eight middle and high school science teachers. Interviews were transcribed and coded, then findings were organized into themes. Three major themes derived from the descriptive data were: (1) Provided Structure to the Teaching and Learning Process; (2) Required More Time to Develop and Implement Lessons; (3) Provided Student Centered and Hands-On Instruction. The researcher discussed the implications of the study, disseminated the findings, and provided recommendations for future studies.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/445"],"dc:language":["English"],"dc:subject":["STEM","Standards Of Excellence","5e Instructional Model","Learning Process","Georgia Standards Of Excellence For Science","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"],"dc:title":["Teacher Perceptions of Teaching Science Using the 5E Instructional Model"],"thesis:degree_discipline":["Counseling, Foundations & Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:08Z"}