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<p>This study investigates how pre-service chemistry students develop teaching strategies using interactive simulations within the 5E-FLEX model, a recontextualization of the 5E instructional framework through the lens of Cognitive Flexibility Theory (CFT). Adopting a qualitative research design with an exploratory-descriptive approach, the study was conducted through a workshop involving 12 pre-service chemistry students. Data were collected through open-ended questionnaires and the analysis of lesson plans developed during the sessions. The materials were examined using thematic content analysis supported by qualitative coding. The findings revealed that participants recognized the 5E-FLEX model’s potential to foster flexible, skill-oriented learning but experienced difficulties in distinguishing its phases and integrating simulations. The study underscores the pedagogical value of the 5E-FLEX framework in promoting adaptive instructional design and highlights the need for further methodological scaffolding to enhance its implementation in teacher education contexts.</p>

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Integrating interactive simulations in higher education: the 5E-FLEX model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月8日

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  • Renan Amorim da Silva,
  • Flávia Cristina Gomes Catunda de Vasconcelos

摘要

This study investigates how pre-service chemistry students develop teaching strategies using interactive simulations within the 5E-FLEX model, a recontextualization of the 5E instructional framework through the lens of Cognitive Flexibility Theory (CFT). Adopting a qualitative research design with an exploratory-descriptive approach, the study was conducted through a workshop involving 12 pre-service chemistry students. Data were collected through open-ended questionnaires and the analysis of lesson plans developed during the sessions. The materials were examined using thematic content analysis supported by qualitative coding. The findings revealed that participants recognized the 5E-FLEX model’s potential to foster flexible, skill-oriented learning but experienced difficulties in distinguishing its phases and integrating simulations. The study underscores the pedagogical value of the 5E-FLEX framework in promoting adaptive instructional design and highlights the need for further methodological scaffolding to enhance its implementation in teacher education contexts.