Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article 5 (Jun., 2008)
Fatma TÜRK and Muammer ÇALIK

Using different conceptual change methods embedded within 5E model: A sample teaching of Endothermic – Exothermic reactions

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Theoretical Framework

Although constructivist models such as 3E, 4E, 5E and 7E possess similar steps, 5E is the most popular version (e.g. Hanuscin & Lee, 2007; Kurnaz & Çalık, 2008). Every “E” represents a part of the process of helping students’ sequential learning to bridge prior knowledge and new concepts. 5E consists of: (1) engagement/enter where the teacher engages students in a new concept using short activities or questions that promote curiosity and draw out prior knowledge in order to unveil students’ pre-existing knowledge; (2) exploration where students not only conduct activities, i.e. lab activities, group discussion, hands-on activities, role playing, analogies, by means of their own pre-existing knowledge, but also explore questions and implement a preliminary investigation; (3) explanation where the teacher has an opportunity to directly introduce a concept, process, or skill so that students imply their understanding of the concept or track their correct and incorrect knowledge; (4) elaboration where students try to advance their newly structured knowledge into a deeper and broader understanding in order to elaborate on their conceptual understanding and skills; (5) evaluation where students’ comprehension and abilities are assessed, and thereby, the teacher is able to monitor how his/her students have progressed in accomplishing the educational objectives. (e.g. Abell & Volkman, 2006; Boddy, Watson & Aubusson, 2003; Bybee, Taylor, Gardner, Scotter, Powell, Westbrook & Landes, 2006).

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