The Effect of Using Two Models of the Five-Year Learning Cycle (5E's) and Soap Bubbles (5S's) in Developing Technological Concepts and Reducing the Cognitive Load of Sixth-Grade Students in Palestine

Abstract

Abstract: The purpose of this study is to investigate the effect of using the 5E's and 5S's models on improving technological concepts and reducing cognitive load among basic sixth-grade students in Palestine. To achieve the study's objective, the researchers used a three-group experimental design with a pre-post test. A purposive sample of 114 sixth-grader students from Omar Ibn Abdul Aziz Elementary School in the East Gaza Governorate participated in the study. The study used two tools: a multiple-choice test on technological concepts and Phil's (2015) cognitive load scale, which has 16 items divided into three dimensions: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. The study found statistically significant differences between the average scores of sixth-grade students in the three groups on the cognitive load scale and the post-application of technological concepts. The study linked these differences to the (5E's, 5S's) learning model, with the 5S's model demonstrating the greatest improvement.

The study recommends using the soap bubble model to teach technological subjects because of its effectiveness.
(Keywords: Five-Year Learning Cycle Model, Soap Bubble Model, Technological Concepts, Cognitive Load, Sixth Grade,
Palestine)