摘要：This study aimed to evaluate activities designed by would-be science teachers in parallel to the 5E Model, based on the constructivist theory. It is a specific-case study from document analysis, and was carried out with 32 students. The would-be teachers were given different subjects from the science and technology curriculum. They then designed activities suitable for the acquisition of the subjects and applicable to the 5E Model, and presented their results in reports. 32 4th-grade students prepared two activities, for a total of 16 activities. The data of the study comprises a quantitative analysis of the activities created by the would-be teachers, which was examined through the criteria and graded. In the analysis, some shortcomings were observed in the would-be teachers’ understanding of the 5E Model, such as in the activity-development process, in transitions between the steps, and in associating the activities with daily life.
