Teaching Science Using Argumentation-Supported 5E-STEM, 5E-STEM, and Conventional Didactic Methods: Differences in the Learning Outcomes of Middle School Students

5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, 5E model lacks a clear explanation how STEM subjects are strongly linked each its operational “E”. In this study, novel approach was proposed with use argumentation-supported 5E-STEM (A-5E-STEM) curriculum. The purpose study examine differences learning achievements, motivation, interest, higher-order thinking skills students between teaching using A-5E-STEM, 5E-STEM, conventional didactic methods. A semi-experimental post-test only non-equivalent groups design used. “Separating Mixtures” unit 6th grade Natural Science curriculum designed A-5E-STEM orientation. participants were three classes total hundred twenty at public Hanoi City, Vietnam. first experimental group taught model, second control collect data on achievement, questionnaires findings showed that effect significantly superior Therefore, teachers expected increase their related