Teaching STEM using the 5E model approach: Assessing problem-solving skills of middle school students

STEM education plays a critical role in developing students’ problem-solving and critical thinking skills. The 5E instructional model has been widely implemented in science education but requires further empirical validation regarding its effectiveness in enhancing problem-solving abilities in secondary STEM education. This study examined the impact of the 5E instructional model on middle school students' problem-solving skills through an experiential STEM project, designing and constructing a life-saving buoy from recycled materials. A quasi-experimental design was applied to 240 ninth-grade students from two middle schools. The experimental group engaged in a 5E-based STEM activity, while the control group followed traditional teaching methods. Pre- and post-tests, classroom observations, and semi-structured interviews were conducted for data collection. Confirmatory Factor Analysis (CFA) and Pearson’s correlation were used to assess skill development. This study proposes a model 5E in STEM education to help students develop critical thinking, creativity, and problem-solving skills. Empirical analysis confirmed the relevance of the model, emphasizing the role of iterations in STEM learning in optimizing solutions. The findings highlight the close connection between the different stages of Model 5E, reinforcing the importance of exploring learning in STEM education. Integrating the 5E instructional model into STEM education fosters critical thinking, creativity, and hands-on problem-solving. This study emphasizes the need for structured interventions to bridge the gaps between problem identification, prototype design, and evaluation, ensuring holistic STEM competency development.