Duran, L.B. & Duran E. (2004) The 5E institutional model: A learning cycle approach for inquiry-based science teaching. The Science Education Review, 3(2), 49-58
The article addresses the implementation of the 5E institutional model that helps promote inquiry-based teaching. Five basic elements, which are engagement, evaluation, elaboration, exploration, and explanation, help students research teaching topics. Hence, students do not consume already given information as in traditional learning but learn to explore and analyze the data by themselves. The teacher’s role is to guide and assist them and assess their abilities constantly. I support the authors’ point since inquiry-based teaching allows the students to learn the material and conduct research themselves that contributes to a better understanding of the topic. The methods consider the basic teaching strategies, but their combination helps to deeper analyze the facts and development of scientific theories. The topics gave me an understanding of how better organize my job as a teacher to make students comfortable with the subject.
Miranda, R. J. & Herman, R.S. (2012). An integrated institutional approach to facilitate inquiry in the classroom. Science Scope, 65-72
The article considers the institutional approach to learning that helps teachers and students pay more attention to institutional practice. It addresses the combination of the KLEW method and 7E approach that contribute to students’ engagement in the learning process. When teachers combine the KLEW strategy and 7E learning-cycle model, they enable the students to develop evidence-based explanations and conclusions concerning the information they have. The system prioritizes evidence and helps the teacher adapt the lesson to students’ needs. Hence, students will be more engaged in the process, and their learning will be more beneficial because they will be able to pay special attention to those topics that they do not understand. I support the authors’ ideas since they contribute to a more effective teaching-learning process. The article contains a detailed description of the lesson on science that may help organize the teacher’s work on other scientific topics. After reading the article, I understood which practices I need to implement into my future job as a teacher.
Flynn, L. A. (2008). In praise of performance-based assessments. Science and Children, 32-35
According to the article, a performance-based approach to assessment is more effective than traditional tests. It shows that students understood the material and how well they did that. Apart from several theoretical aspects, the article contains two examples of such assessments. They will help teachers to develop their own ones on their subjects. Performance-based assessment is a creative task; hence, students do it with more involvement and enthusiasm than standard tests. I support the author’s claim since it is important for the teacher to understand how well his students understand the material. In addition, it enables the teacher to see how the students may implement their theoretical knowledge in practice. This way of assessment helps make the assessment process easier for the students and guarantees their approval. I will surely use this method during my teaching practice to make studying beneficial and exciting for the students.
Demers, C. (2000). Beyond paper & pencil assessments. Science and Children, 24-29, 60
The article concerns information on the test system developed to assess students’ science knowledge effectively. It was proven that paper and pencil assessment is effective and adequate. Assessment is a crucial part of scientific subjects. It helps the teachers understand how well students understood the material. However, the author’s experiment needs more consideration due to several challenges, such as demonstrating the necessity of the scoring system. I support the author’s point that assessment is crucial for science subjects. The examples in the article help figure out the most appropriate ways for the teachers to provide them. I will surely use this rubric in my future teaching practice.
Demers, C. (2000). Beyond paper & pencil assessments. Science and Children, 60, 24-29.
Duran, L.B. & Duran E. (2004) The 5E institutional model: A learning cycle approach for inquiry-based science teaching. The Science Education Review, 3(2), 49-58.
Flynn, L. A. (2008). In praise of performance-based assessments. Science and Children, 32-35.
Miranda, R. J. & Herman, R.S. (2012). An integrated institutional approach to facilitate inquiry in the classroom. Science Scope, 65-72.