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2.3.5 TEACHING MODELS BASED ON CONSTRUCTIVIST APPROACH

1. NEEDHAMS FIVE PHASE CONSTRUCTIVE MODEL

This learning model was proposed by Richard Needham (1987 ) in his workChildren Learning in Science Project. It consists of five phases namely the

orientation, the generation of ideas, restructuring of ideas, application of ideas

and lastly the reflection .

Needham Five Phases Constructivist Model is shown in the table below :-

PHASE PURPOSE METHODSOrientation To attract students attention

and interest.Experiment, video and filmshow, demonstration, problemsolving.

Generation of ideas To be aware of the studentsprior knowledge.

Experiment, small groupdiscussion, concept mappingand presentation.

Restructuring of ideas

i. Explanation andexchanging ideas.

ii. Exposure toconflict ideas.

iii. Development of new ideas.

iv. Evaluation.

To realize the existence of alternative ideas , ideas needsto be improved, to bedeveloped or to be replacedwith scientific ideas.

To determine the alternativeideas and critically assess thepresent ideas.

To test the validity of thepresent ideas.

To improvise, develop or toreplace with new ideas.

To test the validity of the newideas.

Small group discussion andpresentation.

Discussion, reading, andteachers input.

Experiment, project anddemonstration.

Application of ideas To apply the new ideas to adifferent situation.

Writing of individuals reporton the project work.

Reflection To accommodate ones idea tothe scientific ideas.

Writing of individuals reporton the project work, groupdiscussion, personal notes.

Adapted from Buku Sumber Pengajaran Pembelajaran Sains Sekolah Rendah, Jilid III ( 1995)ms 15-16.

Further reading:Needham, R & Hill, P ( 1987 ), Teaching Strategies For DevelopingUnderstanding in Science. University of Leeds.

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1. OSBORNE GENERATIVE MODEL

The generative learning model, developed by Roger J. Osborne and Michael C.

Wittrock (1983), is both a model of how children learn and a model of how toThe generative learning model, developed by Roger J. Osborne and Michael C.

Wittrock (1983), is both a model of how children learn and a model of how to

teach children. This constructivist model is based on the premise that children

come to the classroom with a body of prior knowledge that may or may not be

compatible with the new concept being presented in the science lesson. The

learner must be able to connect between prior knowledge and new information

to successfully construct new meanings. This teaching model outlines a series

PHASE ACTIVITY The preliminary phase - includes any activity that allowsthe teacher to find out what prior knowledge the studentshave relevant to the new concept. This can be as simpleas a brief pre-test, or it may include a quickdemonstration or activity that provides a discrepant event(an activity with a surprising, unexpected results). This isan opportunity for the teacher to find out whatprerequisite knowledge the students lack or whatmisconceptions the students have that may interfere withtheir understanding of the concept.

In conducting a lesson on buoyancy (sinking &floating), teacher may find that some studentsmay lack a thorough understanding of theconcepts density, mass, and volume. A lack ofthis knowledge will block students ability to puttogether a sound understanding of buoyancy. Ifthe preliminary phase reveals that students lackthat knowledge, the teacher then knows she/hewill have to include time to develop thoseprerequisite concepts.

The focus phase - provides an activity (which may be ahands-on inquiry activity or a brain-teaser) that gives thestudents an opportunity to play around with an exampleof the concept (such as playing around with objects thatsink or float). To create a discrepant event that stimulatesthe students curiosity, we would include o bjects thatstudents would expect to sink, but which actually float.

Students in small groups conduct an experimentinvestigating buoyancy of several objects.Conducting these activities in small groups isvery effective. The students often automaticallyexperiment with the materials, discuss theirresults, and challenge and test theirexplanations/ideas together.

The challenge phase - is a time for the students tocompare their own ideas with those of others. Althoughthis can be done individually, it is a powerful grouplearning activity. Class members are encouraged todebate, challenge, and test each others ideas, while theteacher encourages all the students ideas and provides

them with challenging questions about their explanations.It is up to the students to test the ideas and eliminateideas that they determine dont work. The teacher facilitates this by helping them figure out how to test outeach idea. When the teacher determines that thestudents are cognitively ready to understand the scientificversion of the concept, the teacher can present theconcept.

Students present their findings and exchangeideas; students debate and test out theirexplanations. Teacher explains the concept ofbuoyancy.

The application phase - provides students withopportunities to find out whether the concept isapplicable to a variety of situations. We suggest thatstudents be given opportunities to examine at least fivesituations to which the concept can be applied. Newexamples may provide new twists on the concept that will

lead to a new round of discussion and testing

In the lesson on buoyancy, the aluminum foilboat does not appear at first to fit the standardconcept. The concept must be re-defined toinclude boats. Finally, the teacher can refine thestudents understanding by providing one or twonon-examples of the concept, i.e., examples that

look like they should follow the rule but, on closerexamination, do not. This will help deter studentsfrom automatically applying the new concept toall situations.

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of steps for a well-designed lesson, the preliminary , focus , challenge , and

application phases as shown in the table below application phases as

shown in the table below :-

3. INTERACTIVE MODEL ( FAIRE AND COSGROVE )

Learning is an interactive process (which actively engages the learner) not a

passive exercise in transmission of knowledge. Interactive learning promotes

development of scientific process skills , development of conceptual

understandings, student ownership of process and products of learning.

Learning begins with an initiating event which motivates and directs the

learner ' s attention to the task of learning e.g.

a question to be answered

a problem to be solved

a challenge to be met

a discrepant event to be explained

Learning proceeds to children actively engaging in the learning process by:

asking their own questions

stating their own existing ideas

proposing hypotheses

designing fair tests

investigating and exploring

refining their ideas

stating and presenting their findings

THE TEACHER ' S ROLE IN AN INTERACTIVE LEARNING ENVIRONMENT

Provide the initiation to learning (by posing the question, challenge,

problem or discrepant event and motivating the learners to the

learning task).

Facilitate the learning activities by:

defining the learning environment (e.g. grouping,

access to materials, setting the time frame, definingexpectations)

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probing children ' s ideas

offering guidance in the formation of hypotheses

helping children refine and focus their questions

helping children set up their investigations

providing feedback and encouragement in the

children ' s design of fair tests

challenging children to test, apply, refine and extend

their ideas.

Sequential activities in interactive model are shown in the schematic diagrambelow :-

PreparationTeacher and students choose a topic

and search for information.

Pre-requisite KnowledgeTeacher determines students prior

knowledge

Exploratory ActivityStudents investigate the topic through

reading , asking questions anddiscussion

Students Ask QuestionsStudents pose questions regarding the

topic

Doing ResearchTeacher and students select questions to

study in greater detail.

ObservationStudents present their findings and teacher

observes for changes in students

ReflectionTeacher guides student to reflects on what

they have learned and how they havelearned.

AdditionalQuestions

Comparison

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Adapted from Buku Sumber Pengajaran Pembelajaran Sains Sekolah Rendah, Jilid III ( 1995 ), ms 67.Activity 1 :

Define constructivism and its attributes in science classroom practices.

Activity 2:

Discuss the various techniques to identify student s alternative framework on the

topic electricity or produce plastic cutlery .

Activity 3:

Choose a topic of your specialize area and discuss briefly the teaching and learning

activities using constructivist approach.