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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 work Children 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 Orientation

PURPOSE To attract students attention and interest. To be aware of the students prior knowledge. To realize the existence of alternative ideas , ideas needs to be improved, to be developed or to be replaced with scientific ideas. To determine the alternative ideas and critically assess the present ideas.

Generation of ideas

METHODS Experiment, video and film show, demonstration, problem solving. Experiment, small group discussion, concept mapping and presentation.

Restructuring of ideas

i. Explanation and exchanging ideas.

Small group discussion and presentation.

ii. Exposure to conflict ideas. iii. Development of new ideas. iv. Evaluation. Application of ideas Reflection

To test the validity of the present ideas. To improvise, develop or to replace with new ideas. To test the validity of the new ideas. To apply the new ideas to a different situation. To accommodate ones idea to the scientific ideas.

Discussion, reading, and teachers input. Experiment, project and demonstration.

Writing of individuals report on the project work. Writing of individuals report on the project work, group discussion, 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 Developing Understanding in Science. University of Leeds.
Biology/Chemistry/Physics

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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 to 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 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
The preliminary phase - includes any activity that allows the teacher to find out what prior knowledge the students have relevant to the new concept. This can be as simple as a brief pre-test, or it may include a quick demonstration or activity that provides a discrepant event (an activity with a surprising, unexpected results). This is an opportunity for the teacher to find out what prerequisite knowledge the students lack or what misconceptions the students have that may interfere with their understanding of the concept. The focus phase - provides an activity (which may be a hands-on inquiry activity or a brain-teaser) that gives the students an opportunity to play around with an example of the concept (such as playing around with objects that sink or float). To create a discrepant event that stimulates the students curiosity, we would include objects that students would expect to sink, but which actually float. The challenge phase - is a time for the students to compare their own ideas with those of others. Although this can be done individually, it is a powerful group learning activity. Class members are encouraged to debate, challenge, and test each others ideas, while the teacher 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 eliminate ideas that they determine dont work. The teacher facilitates this by helping them figure out how to test out each idea. When the teacher determines that the students are cognitively ready to understand the scientific version of the concept, the teacher can present the concept. The application phase - provides students with opportunities to find out whether the concept is applicable to a variety of situations. We suggest that students be given opportunities to examine at least five situations to which the concept can be applied. New examples may provide new twists on the concept that will lead to a new round of discussion and testing

ACTIVITY
In conducting a lesson on buoyancy (sinking & floating), teacher may find that some students may lack a thorough understanding of the concepts density, mass, and volume. A lack of this knowledge will block students ability to put together a sound understanding of buoyancy. If the preliminary phase reveals that students lack that knowledge, the teacher then knows she/he will have to include time to develop those prerequisite concepts. Students in small groups conduct an experiment investigating buoyancy of several objects. Conducting these activities in small groups is very effective. The students often automatically experiment with the materials, discuss their results, and challenge and test their explanations/ideas together. Students present their findings and exchange ideas; students debate and test out their explanations. Teacher explains the concept of buoyancy.

In the lesson on buoyancy, the aluminum foil boat does not appear at first to fit the standard concept. The concept must be re-defined to include boats. Finally, the teacher can refine the students understanding by providing one or two non-examples of the concept, i.e., examples that look like they should follow the rule but, on closer examination, do not. This will help deter students from automatically applying the new concept to all situations.

Biology/Chemistry/Physics

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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, defining expectations)

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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 diagram below :-

Preparation Teacher and students choose a topic and search for information.

Pre-requisite Knowledge Teacher determines students prior knowledge

Exploratory Activity Students investigate the topic through reading , asking questions and discussion

Students Ask Questions Students pose questions regarding the topic

Comparison

Doing Research Teacher and students select questions to study in greater detail.

Additional Questions

Observation Students present their findings and teacher observes for changes in students concepts.

Biology/Chemistry/Physics

Reflection Teacher guides student to reflects on what they have learned and how they have 4 learned.

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Activity 1 :

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

Define constructivism and its attributes in science classroom practices.

Activity 2: Discuss the various techniques to identify students 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.

Biology/Chemistry/Physics