The Origins and Developments of Instructional Models

Rajah 1 menunjukkan perkembangan model-model instruksi yang digunakan dalam PdP.

Rajah 1: Perkembangan model-model instruksi

Rujukan: Bybee et al. (2006). The BSCE 5E Instructional Model: Origins and Effectiveness.

Lampiran 16B-4
The Evolution of Instructional Model Employed in the Teaching and Learning for Science
Jadual 1 menunjukkan satu perbandingan model-model instruksi yang pernah diguna dalam PdP Sains. Model yang dibincangkan dalam modul
ini adalah Model Instruksi 5E.
3E
Phase 1: Formulating Questions
and Initial Understandings
 Pupils oriented to a
problem, phenomena, or
goal
 Pupils formulate questions
and hypotheses, and to
reflect on their own current
knowledge
Phase 2: Exploration &
Analysis
 Pupils conduct research,
design experiments, and
collect data from multiple
perspectives and sources
 Focus on having pupils to
critically analyze data, test
hypotheses, and refine their
answers to the core inquiry
questions
 Nurture pupils’ critical-
thinking skills
Jadual 1: Perbandingan model-model instruksi
4E
Phase 1: Interaction
 To lead pupils to dive into
engaging, relevant, and credible
media forms to identify a “need”
or opportunity for inquiry
(Engage)
Phase 2: Clarification
 To summarize, to paraphrase, and 
to categorize learning with
teacher or expert support
(Explore and Explain)
 Students can build models, collect data, make
5E 7E
Phase 1: Engage Phase 1: Elicit
 To capture students’ interest and to  To get pupils interested
uncover what students know and think about and readiness to learn,
a topic to ascertain what
 To assess if there are misconceptions pupils know prior to a
 Engagement activities include reading, lesson
demonstration, or other activity that piques
students’ curiosity
Phase 2: Exploration Phase 2: Engage
To provide students with cooperative  To generate
exploration activities, giving them enthusiasm for the
common, concrete experiences that help them subject matter
to construct concepts and developing skills
and test predictions, or form new predictions
 To provide hands-on experiences
 To formally introduce a concept, process, or
skill
Phase 3: Drawing Conclusions
 Pupils work to synthesize
their explorations
Phase 3: Questioning
 To trigger asking questions to
drive continued, self-directed
inquiry (Explain and Elaborate)
Phase 4: Design
 To design an accessible, relevant,
and curiosity-driven action or
product to culminate and justify
inquiry (Evaluation)
Phase 3: Explanation Phase 3: Explore
 In the explain stage, learners articulate their  To provide opportunity
ideas in their own words and listen critically for pupils to observe,
to one another. You clarify their concepts, record data, isolate
correct misconceptions, and introduce variables, design and
scientific terminology. It is important that plan experiments,
you clearly connect the students’ create graphs, interpret
explanations to experiences they had in the results, develop
engage and explore phases hypotheses, and
organize their findings
Phase 4: Elaboration Phase 4: Explain
 At the elaborate point in the model, some  To provide pupils
students may still have misconceptions, or opportunities to use
they may understand the concepts only in the vocabulary to explain
context of the previous exploration. the results of their
Elaboration activities can help students explorations, to apply
correct their remaining misconceptions and their knowledge to new
generalize the concepts in a broader context. domains, which may
These activities also challenge students to include raising new
apply, extend, or elaborate upon concepts and questions and
skills in a new situation, resulting in deeper hypotheses to explore
understanding
Phase 5: Evaluation Phase 5: Elaborate
 To encourage pupils to assess their  Elaboration of the
understanding and abilities, to provides specific concepts
opportunities for teachers to evaluate student
progress toward achieving the educational
objectives (Bybee, 2006)
 Teachers to evaluate students’
understanding of concepts and their
proficiency with various skills

Reference:
The Phases of Inquiry-Based
Teaching by Eric Kyle. 10
June, 2016
https://www.facultyfocus.com/a
rticles/course-design-
ideas/phases-inquiry-based-
teaching/
Reference:
4 Phases of Inquiry-Based Learning:
A Guide for Teachers by Terry Heick.
5 November 2019
https://www.teachthought.com/pedag
ogy/4-phases-inquiry-based-learning-
guide-teachers/
 To provide opportunity for students to test
their own understanding and skills
Phase 6: Evaluate
 Formative and
summative evaluations
of student learning
Phase 7: Extend
 To challenge, to
encourage pupils to
explore further
questions that they
have, to extend their
understanding
Reference: Reference:
BSCS 5E Instructional Model
NSTA WebNews Digest.
https://www.rubicon.com/wp- The Science Teacher
content/uploads/2016/05/5E-Learning-Cycle.pdf
https://www.nsta.org/public
ations/news/story.aspx?id=
48547
http://edutechwiki.unige.ch/
en/7e_Learning_cycle
Needham’s Five Phase Constructivist Model (1987)
Jadual 2 menerangkan Needham’s Five Phase Constructivist Model (1987). Ia merupakan model instruksi yang memberi fokus kepada teori
pembelajaran konstruktivisme.

Jadual 2: Needham’s five phase constructivist model (1987)

Phase Purpose Method Examples of Activities

Phase 1: To gain pupils’ attention, to motivate learning Practical activities, real problems to Present a problem or event
Orientation solve, teacher demonstrations, film with conflicting ideas
Arouse interest and set the scene clips, videos, newspaper cuttings
Phase 2: To identify pupils’ previous ideas Practical activities/small group Concept mapping, Q and A
Generating/ discussion followed by feedback to encourage thinking
Elicitation of Ideas To enable pupils and teachers to become aware of prior ideas and report
Phase 3: To expand or modify previous idea through investigation, Hands-on and minds-on,
Reconstructing of exploration activities that require science
Ideas skills, group communication
To create an awareness of an alternative viewpoint

i. Clarification and exchange Small group discussion and

reporting back
Recognize alternative ideas and critically examine own
ii. Exposure to conflict situations Teacher demonstration, perform
personal experiments, worksheets
Test validity of existing ideas
iii. Construction of new ideas Discussion, reading, teacher input

Modify, extend or replace existing ideas

iv. Evaluation Practical work, project work,
experimentation, teacher
Test validity of newly constructed ideas demonstration
 Phase 4: Application of the ideas into new situation Personal writing practical activity, Solve new problems, design,
Applying the Ideas problem solving, project work project
Reinforcement of constructed ideas in familiar and novel
situations
Phase 5: To reflect on the changes made to the ideas Personal writing, group discussion, Reflective questioning,
Review/Reflection personal diaries, reviewing work pupils’ self- assessment on
Awareness of change of ideas and familiarization with posters the changes made
learning process to allow the pupils to reflect upon the extent
to which their ideas have changed

Rujukan: Needham, R. & Hill, P. (1987). Teaching Strategies for Developing Understanding in Science. Leeds: University of Leeds.