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“The teacher […] accesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge.
[…]”.
“Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is
facilitated. Learners may complete lab activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation”.
“The explanation phase focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual
understanding, process skills, or behaviors. […]”.
“Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and
adequate skills. Students apply their understanding of the concept by conducting additional activities”.
“The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational
objectives”.
Engagement
Poses problems
Asks questions
Reveals discrepancies
Causes disequilibrium or doubt
Assess prior knowledge
Exploration
Makes surveys
Asks questions
Reveals discrepancies
Causes disequilibrium or doubt
Assess prior knowledge
Explanation
Provides feedback
Asks questions, poses new problems and issues
Proposes alternative methods to explain the issue
Offers alternative explanations
Enhances or clarifies explanations
Evaluates students explanations
Elaboration
Provides feedback
Asks questions
Offers information sources
Makes suggestions
Evaluates students
Evaluation
Provides examples
Organizes the work
Provides sources of information
Makes suggestions
Assesses students’ work
Assesses students’ skills and attitudes
submission of a short questionnaire to teachers to evaluate the
teacher’s behaviour through indicators (Needham et al.,1994)
developed for the four step learning cycle model (Bentley et al., 2000).
Eventually, the questionnaire assessed the effectiveness of the module
to acquire new knowledge and rise curiosity and interest in students.
Teaching methodologies based only on frontal lessons are not effective anymore and the use of new tools and materials seems more and more attractive for the students. Nevertheless, an exacerbating home
work is required from teachers which always need to searching for new inputs and new tools. A further issue is represented by the school curriculum which is more flexible only in lower grades of school. In this
context, the team of Acariss project, has proposed the use of the 5E Instructional Model for teaching in science education, with special focus on current environmental issues.
Inquiry Based Learning (IBL) is promoted for its effectiveness in increasing intellectual
engagement and fostering deep understanding through the application of the scientific method.
The key of IBL is the central role of the student in the learning process: the comprehension of
concepts is based on questions and practical experiences.
The essential characteristics for inquiry are: engagement of students by scientifically oriented
questions; giving priority to evidence in order to develop and evaluate explanations; formulation of
explanations from evidence; evaluation of explanation; communication and justification of
proposed explanation.
We have developed didactic modules using the tested methodology of the 5E Instructional Model
(Bybee et al. 2006) and we have asked teachers to evaluate their behaviour in classroom.
9
2
5 4 1
0 2 7
2 5 4 8
TEACHERS’ EVALUATION OF THE 5E INSTRUCTIONAL MODEL IN ACARISS PROJECT
F. Ugolini1, L. Massetti1, E. Buselli2, A. Di Fabio3, A. Francini2, D. Guidotti2, M. Lanini1, S. Marchi2, A. Minnocci2, L. Palazzeschi3, L. Pellegrino1, G. Rossini1, C. Screti1, L. Sebastiani2, G. Tagliaferri1, A. Raschi1
1Institute of Biometeorology – National Research Council, via G. Caproni 8, Firenze, Italy
2Scuola Superiore Sant’Anna – Institute of Life Sciences, P.zza Martiri della Libertà 33, Pisa, Italy 3Department of Education and Psychology - University of Florence, via di San Salvi 12, Firenze
Pupils measuring soilrespiration
Number of classes in 2013
Teachers guide the engagement through questions and causing doubts in students. They don’t use direct teaching, rather a guidance. Teachers help students to design,
carry on the experiments, elaborate data to find conclusions, but they also help students to clarify their findings and explanations, suggesting alternative methods of exploration.
5E Instructional model was effective in students’ understanding of the proposed environmental issue and in stimulating the students’ interest and curiosity.
Teachers are rather autonomous in implementation of didactic modules although they found a few problems in setting up the activities. We got several positive comments
and some critical observation which basically concerned the more time needed to apply the learning model and the big challenge to organise
all planned activities in crowded classes.
25 teachers were involved in the second year of project implementation and 17 of them participated to this evaluation survey,
filling one form per class involved into the project. Therefore, 26 filled questionnaires were finally obtained, one per module: 9
modules on carbon cycle; 7 modules on robotics; 6 modules on meteorology; 3 modules on salinity and plants; 1 on
eutrophication.
2 2
1 1 1 1 1
5 5 5 5 5 5 5
4.3 4.1
2.4
3.13.4 3.6
2.2
0
1
2
3
4
5
Engage
1
3
1 1 1
2
1
5 5 5 5 5 5 5
3.0
4.2
2.83.1
3.7 3.8
2.7
0
1
2
3
4
5
Explore
2 2
1
2 2
1
5 5 5 5 5 54.2 4.3
3.9 3.9 4.2 4.2
0
1
2
3
4
5
Explain
3 3 3
1 1 1
5 5 5 5 5 54.5 4.5 4.6
4.0 4.0 3.8
0
1
2
3
4
5
Elaborate
2 2
1 1 1 1 1
5 5 5 5 5 5 5
4.3 4.1
2.4
3.13.4 3.6
2.2
0
1
2
3
4
5
Engage
1
3
1 1 1
2
1
5 5 5 5 5 5 5
3.0
4.2
2.83.1
3.7 3.8
2.7
0
1
2
3
4
5
Explore
2 2
1
2 2
1
5 5 5 5 5 54.2 4.3
3.9 3.9 4.2 4.2
0
1
2
3
4
5
Explain
3 3 3
1 1 1
5 5 5 5 5 54.5 4.5 4.6
4.0 4.0 3.8
0
1
2
3
4
5
Elaborate
2 2
1 1 1 1 1
5 5 5 5 5 5 5
4.3 4.1
2.4
3.13.4 3.6
2.2
0
1
2
3
4
5
Engage
1
3
1 1 1
2
1
5 5 5 5 5 5 5
3.0
4.2
2.83.1
3.7 3.8
2.7
0
1
2
3
4
5
Explore
2 2
1
2 2
1
5 5 5 5 5 54.2 4.3
3.9 3.9 4.2 4.2
0
1
2
3
4
5
Explain
3 3 3
1 1 1
5 5 5 5 5 54.5 4.5 4.6
4.0 4.0 3.8
0
1
2
3
4
5
Elaborate
2 2
1 1 1 1 1
5 5 5 5 5 5 5
4.3 4.1
2.4
3.13.4 3.6
2.2
0
1
2
3
4
5
Engage
1
3
1 1 1
2
1
5 5 5 5 5 5 5
3.0
4.2
2.83.1
3.7 3.8
2.7
0
1
2
3
4
5
Explore
2 2
1
2 2
1
5 5 5 5 5 54.2 4.3
3.9 3.9 4.2 4.2
0
1
2
3
4
5
Explain
3 3 3
1 1 1
5 5 5 5 5 54.5 4.5 4.6
4.0 4.0 3.8
0
1
2
3
4
5
Elaborate
2 2 2
1 1 1
5 5 5 5 5 5
4.14.6 4.5
4.1 4.1 4.3
0
1
2
3
4
5
T. shows examples
T. organizes the work
T. provides sources of
information
T. gives suggestions
T. assesses students'
work
T. assesses students' skills and attitudes
Evaluate
Effectiveness of the modules Mean Min Max
Students’ understanding of the proposed
environmental issue 4.3 3 5
Students’ stimulation of interest and
curiosity 4.5 3 5
Levels of agreement : 1=not at all agree, 2=a little agree, 3=rather agree, 4=agree, 5=totally agree.
Teacher faces problems and
difficulties in setting up the
activities
Teacher is autonomous for
finding materials
Teacher is autonomous in
finding sources of
information
Teacher is autonomous
in leading the activity
Engagement 2.2 3.0 3.5
Exploration 2.7 3.0 3.3 3.4
Explanation 3.0 3.3 3.3 3.4
Elaboration 2.8 3.2 3.3 3.3
Levels of agreement : 1=not at all agree, 2=a little agree, 3=rather agree, 4=agree, 5=totally agree.
