EDUC3013 Science and Technology Curriculum and Pedagogy Assignment Sample

Pages: 10 Words: 2462

Introduction : EDUC3013 Science and Technology Curriculum and Pedagogy

Get Free Samples Written by our Top-Notch Subject Expert Writers known for providing the Best Assignment Help Services in Australia

Lesson Phase 1: Engage

Students begin working on new subjects during the 5E teaching model's engagement phase. By connecting students to their previous experiences, teachers provide students with opportunities to work on topics. Pique the interest and curiosity of the students. To get people talking, the teacher shows interesting things and asks questions (Putraet al. 2018). Individually, students work to demonstrate what the students already know about the subject. Students collaborate to make it possible for one another to communicate this information clearly. Students also begin to understand what they don't know about the new subject. Students talk about the things they want to learn and begin to consider what they need to do to get answers to their questions.

Teachers clarified and identified all student misconceptions regarding this topic at the conclusion of this phase. In this phase, this is an essential step. Regarding scientific subjects, students frequently have misconceptions. By the end of the unit, teachers can address these misconceptions if they can clarify those (Wangdiet al. 2018). The instructor should make a list of these misconceptions and use it later in her Five E's to ensure that they are dispelled.

There are some activity types that will take part in engaging the students. The steps are discussed below,

Watch a short video about the subject: This doesn't set the subject or the vocabulary, but it keeps people interested. Students should be able to discuss similar experiences if it is something they are familiar with. Students are free to record everything they are aware of or wish to learn.
Find pictures online: Have students use QR codes or multiple bookmark pages to look for particular familiar elements in this topic. Students can write about where they think they found these objects or participate in group discussions about what they recognize in these pictures. And can work out their likenesses and contrasts.
Creating a Poll: Use Google Forms or another survey tool to get the students to respond to surveys and record their responses in real time (Fadli, 2021). Engage them with videos, images, and questions. Project the data into a bar chart and show it to the class. Interesting group discussions originate here.
Utilize a web-based idea-planning device: Mindmeister is the ideal site for understudies to make advanced idea maps. Create new branches by connecting concepts that are related. Alternatively, a group of students could draw a paper map of her idea.

Lesson Phase 2: Explore

During the engagement phase, teachers provide opportunities for students to investigate new subjects in greater depth as student interest is piqued. Students begin to consider the topic during this exploration phase (Putraet al. 2018). They clarify some pressing issues and push the limits of understanding. They are eager to obtain answers to their inquiries. However, it should be noted that students have not yet been taught vocabulary or scientific concepts. Instead, teachers use experimental 5E exploration activities in groups to give students more time to think deeply about topics.

The instructor will pass on at least two of her genuine encounters at this stage. Students engage in these activities by combining previous knowledge with current experience. They make it possible for students to dispel misconceptions that they can quickly recognize as incorrect. Students can also speculate on the subject and ask additional questions. In an ideal world, at least one of these experiences would involve scientific research. Students can learn about the scientific method and develop their laboratory skills as a result of this (Schallertet al. 2022). Under educator direction, understudies figure out how to distinguish and control factors, choose which perceptions to make, and track down the right sort of information to utilize.

There are some activities for students in the phase of exploration. The activities will help the students to encourage their interest of them in the topic. The activities are discussed below,

Clinical assessment: Pose basic inquiries and give a bunch of materials that understudies can use to investigate the issue. Students should develop experiments to test their hypotheses and formulate hypotheses. Leading questions should be asked by teachers and students should be assisted in identifying and controlling variables.
Online Simulation: Students are able to carry out straightforward virtual experiments through online simulation websites like PhET, Virtual Labs (which requires Flash), and Gizmos. The outcome changes when the variable is changed. Students can now make observations and formulate hypotheses thanks to this.
Create a model: Have the student create a 2D or 3D diagram or model of what she knows without defining key terms(Onget al. 2020). Students are encouraged to consider various aspects of the model they are building while teachers pose open-ended questions.
Observation station: observatory Students watch a series of demonstrations of an object or subject. In order to direct observation, the instructor formulates thoughtful questions (see below). Students think about every aspect of what they see, make hypotheses about them, and choose how to learn more.

Figure 2: The 5E flipped classroom instruction model

(Source: Globalloid.net/)

Lesson Phase 3: Explain

Students had plenty of time and opportunities to work on the subject. They want to comprehend what they have gone through now that the foundation has been laid. Now prepared for the 5E imperative model's explanation phase. Students learn to interpret what they see and describe their observations during the descriptive phase(Pratamaet al. 2022). Make inferences from the data. Students pay close attention to what the other students are saying. They provide their own reasons to support their conclusions. After hearing compelling arguments from group members, students may alter their conclusions.

Students learn to use the scientific method more effectively during the inquiry phase. During the explanatory phase, students use these skills to back up the conclusions they make from their observations. The student's discussion is led by the instructor. By asking the appropriate questions, he or she can assist in directing the conversation. As students learn to analyze and interpret data, support and justify conclusions, and develop higher-order reasoning skills, teachers assist them in doing so. Students can use their own observations to explain parts of the subject with teacher guidance.

This phase consists of some activities that will lead the students through the phase of explanation. These are,

Finding Analysis: Analyze the findings in the exploratory phase, students examine their research findings. Students present their findings and draw conclusions in groups.
Oral or video presentation: The students make a presentation in either oral or video format. Students support their ideas with evidence and present their analysis and conclusions in presentations (Rafon, &Mistades, 2020). During the presentation, teachers can provide students with a set of questions to answer.
Laboratory Report: research report Lab reports are written by students. Students will analyze the data, draw conclusions, and combine their experiences with what they learned during this phase. Students' writing is guided by the report format that teachers provide.
Explanation of the topic: The lecture, guided question-and-answer session, or other oral presentation may be used to explain the subject.
Read test of information: read textual information Teachers provide students with reading materials. Students have the option of reading articles, websites, or textbooks. Take notes and respond to comprehension questions to emphasize important vocabulary and concepts.
Web quest: The students engage in web quests. The instructor provides students with previews of a selection of her web pages for informational purposes. Students integrate information that introduces the topic's key ideas and vocabulary.

Figure 3: Explain model of the 5E

(Source: 5Eclips.net/)

Lesson Phase 4: Elaborate

The stages of engagement, exploration, and explanation were used to convey the subject matter to students in more than half of the 5E teaching method. The lesson was taught to students who were enlightened, curious, and aware of the topic's significance. During the elaboration phase, the student's curiosity about the reason for something was satisfied.

Assessments, whether through quizzes and tests or worksheets, are a part of traditional teaching methods. Can be considered truly knowledgeable about the information and scientifically literate. Logical ideas and jargon are as of now connected with examination from the exploratory stage. Students must therefore be provided with opportunities to learn more (Kadioglu, &Çetin 2021). The kind of activity should also make it harder. Students can use this to organize their knowledge and reinforce it. They are able to apply what they have learned to new aspects of the subject. In conventional education, the elaboration phase is a crucial step that is frequently overlooked.

In the phase of elaboration, some activities take part which will help the students to elaborate on the topic. These are,

Classify Objects: classifying a situation or object Students can classify situations and objects. Students organize objects into groups or categories and make connections between them based on what they've learned. Utilizing scientific vocabulary and concepts, explain how selected the classification strategy.
Carry out spellbinding analysis: Understudies can lead to spellbinding examination. A student receives a research question from a teacher (Imranet al. 2019). Research procedures are created and implemented by a group of students. Students draw conclusions using their new understanding of scientific concepts and vocabulary.
Conduction of experimental analysis: experiment with research Students can experiment with research. A situation is presented to a class of students for testing. The student chooses the variables for the experiment and tests only one of them at a time. The data will be analyzed by the group. They base their conclusions on the vocabulary and ideas of the subject at hand.
Review investigations: Check previous studies Students can move their studies from the exploration phase to the “next step”. Ask the following questions following an examination of the data through the lens of the scientific concept of the subject, possibly carried out during the explanation phase. Consider x and pose question y. Use the newly acquired scientific vocabulary to carry out research, evaluate the data, and make recommendations.

Figure 4: Elaboration model of the 5E

(Source: self-created)

Lesson Phase 5: Evaluate

During the engagement phase, the student was completely occupied. They did their best to investigate the topic, but they couldn't explain something that had them stumped. They desired responses. During the explanation phase, topics were explained to students, resulting in a sense of satisfaction and the capacity to connect current experience with previous knowledge. Students had the chance to apply what they had learned to brand-new contexts related to the subject during the extension phase. Comprehend the topic's fundamental concept. Through group discussions, they have consolidated their understanding of concepts and vocabulary and are experts in their field.

Self-evaluation is a significant piece of the general appraisal. They contrast their current knowledge with their prior knowledge (Choirunnisaet al. 2018). They've come a long way that can be seen. It will also inform if any components are missing. There may be concepts that require further development. The time to locate it is now. This is the time to determine whether any ideas require further development or revision. Assessment by teachers can be formal or informal. During her 5 E's, the teacher conducted an informal assessment by walking around the classroom, assessing the student's progress, and guiding their thinking with specific questions.

The activities of this phase of evaluation are discussed below. This will help the students to understand the topic.

Performance assessment: Students may receive grades from performance evaluations. Students can use a variety of materials provided by teachers to demonstrate various scientific vocabulary and concepts.
Rubric self-assessment tool: Students can use the self-assessment tool to evaluate their own learning. This is a question for an essay, demonstration, or another open-ended format.
Graphic organizer: The Graphic Her Organizer is a tool that students can use to present what they have learned. Diagrams, maps, flowcharts, conceptual diagrams, and drawings are all examples of this.
Essentials: worksheets, quizzes, and unit tests may be provided by teachers. These may employ various question formats. B. Matching, short responses, expanded structured responses, multiple choice surveys, and closing questions.
Important concepts: A list of key vocabulary and concepts that students need to know Teachers can use lists of key vocabulary and concepts that students need to know (Oktaviaet al. 2022). Once the student has demonstrated their proficiency, they can mark each item off. Using one or more assessment tools can be accomplished. A portfolio can hold evidence for each item on the checklist. Students taking her IEP or studying English will particularly benefit from this.

Figure 5: Evaluation model of the 5E

(Source: 5Eclips.net/)

References

Journals

Choirunnisa, N. L., Prabowo, P., &Suryanti, S. (2018). Improving science process skills for primary school students through 5E instructional model-based learning. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012021). IOP Publishing. Retrieved from: https://iopscience.iop.org/article/10.1088/1742-6596/947/1/012021/pdf [Retrieved on: 1.12.2022]

Fadli, M. Z. (2021). Implementasi Model Learning Cycle 5E Berbantu Media Video Pembelajaran Di Kelas Online. AL-MURABBI: JurnalStudiKependidikandanKeislaman, 8(1), 34-44. Retrieved from: http://ejournal.kopertais4.or.id/mataraman/index.php/murabbi/article/download/4265/3234 [Retrieved on: 1.12.2022]

Imran, A., Amini, R., &Aliasar, A. (2019, December). The development of Science learning module use the Learning Cycle 5E for Elementary School student. In International Conference on Education, Social Sciences and Humanities (pp. 122-126). RedWhite Press. Retrieved from: https://series.gci.or.id/assets/papers/icesshum-2019-206.pdf [Retrieved on: 1.12.2022]

Kadioglu, H., &Çetin, A. (2021). The Effect of Techno-Pedagogically Designed 5E Learning Model on Student Success and Attitude toward Turkish Class. International Journal of Progressive Education, 17(4), 49-62. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1308378.pdf [Retrieved on: 1.12.2022]

Oktavia, L., Muhlisin, A., &Dewantari, N. (2022). THE EFFECT OF 5E CYCLE LEARNING MODEL ON CRITICAL THINKING SKILLS IN NATURAL SCIENCE LEARNING. JurnalBiolokus: JurnalPenelitianPendidikanBiologidanBiologi, 5(1), 66-72. Retrieved from: http://jurnaltarbiyah.uinsu.ac.id/index.php/biolokus/article/download/1256/936 [Retrieved on: 1.12.2022]

Ong, E. T., Keok, B. L., Yingprayoon, J., Singh, C. K. S., Borhan, M. T., &Tho, S. W. (2020). The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of â€ œMagnetâ€ among Year 3 Students. JurnalPendidikan IPA Indonesia, 9(1), 1-10. Retrieved from: https://journal.unnes.ac.id/nju/index.php/jpii/article/download/21330/10144 [Retrieved on: 1.12.2022]

Pratama, A. R., Deswalantri, D., Sesmiarni, Z., &Khairuddin, K. (2022). PENGARUH PENERAPAN MODEL LEARNING CYCLE 5E TERHADAP HASIL BELAJAR PAI SISWA DI SMA NEGERI 4 KOTA BUKITTINGGI. KOLONI, 1(3), 383-392. Retrieved from: https://koloni.or.id/index.php/koloni/article/download/178/159 [Retrieved on: 1.12.2022]

Putra, F., NurKholifah, I. Y., Subali, B., &Rusilowati, A. (2018). 5E-learning cycle strategy: Increasing conceptual understanding and learning motivation. JurnalIlmiahPendidikanFisika Al-Biruni, 7(2), 171. Retrieved from: https://core.ac.uk/download/pdf/267854614.pdf [Retrieved on: 1.12.2022]

Rafon, J., &Mistades, V. (2020). Interactive Engagement in Rotational Motion via Flipped Classroom and 5E Instructional Model [J]. International Journal of Information and Education Technology, 10(12), 905-910. Retrieved from: http://www.ijiet.org/vol10/1477-JR471.pdf [Retrieved on: 1.12.2022]

Schallert, S., Lavicza, Z., &Vandervieren, E. (2022). Merging flipped classroom approaches with the 5E inquiry model: a design heuristic. International Journal of Mathematical Education in Science and Technology, 53(6), 1528-1545. Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2020.1831092 [Retrieved on: 1.12.2022]

Wangdi, D., Tshomo, S., &Dahal, S. L. (2018). The effect of 5E learning cycle on students’ understanding of the law of mechanical energy conservation. Rabsel-the CERD Educational Journal, 19(1), 24-42. Retrieved from: https://www.researchgate.net/profile/Dumcho-Wangdi/publication/327285209_The_Effect_of_5E_Learning_Cycle_on_Students'_Understanding_of_the_Law_of_Mechanical_Energy_Conservation/links/60b58912299bf106f6edab2b/The-Effect-of-5E-Learning-Cycle-on-Students-Understanding-of-the-Law-of-Mechanical-Energy-Conservation.pdf [Retrieved on: 1.12.2022]