Abstract

Objectives: This study aims to evaluate the effectiveness of an educational program based on the 5Es instructional model in developing scientific sense among tenth-grade female students in physics in Jordan. Methods: The study employed a quasi-experimental design with a purposive sample of 52 tenth-grade female students from the Directorate of Education in Al-Karak, Jordan. The students were randomly assigned to two groups: a control group (26 students taught using the traditional method) and an experimental group (26 students taught using the instructional program). A scientific sense test was developed, consisting of 25 multiple-choice items covering the following domains: recalling experiences and connecting them to the present, numerical sense, activating multiple senses, and metacognition (thinking about thinking). The validity and reliability of the test were confirmed through expert review and statistical analysis. Results: The results indicate statistically significant differences in the dimensional measurement of the Scientific Sense Test in favor of the experimental group. The effect size at the total level was (0.901), indicating strong program impact. Conclusions: The study recommends developing effective physics educational programs derived from constructivist-based models and strategies to achieve the intended scientific and practical objectives at various educational levels.