2.2 Previous Studies on 5E Teaching model
In this part,the theoretical development and practical application of 5E teachingmodel at home and abroad will be discussed separately.It is very important andsignificant in the whole thesis.
2.2.1 Relevant studies of 5E teaching model abroad
1)Theoretical development of 5E teaching model
In fact,the idea of 5E teaching model first originated from a German philosopherJohann Friedrich Herbart and John Dewey.For Herbart,the primary purpose ofeducation is the development of students’interest and the formation of concepts,thatis also the reason why he came up with Herbart’s instructional model,which consistsof four phases,namely,preparation,presentation,generalization and application.It isone of the first systematic approaches to teaching.For Dewey,he describes an instructional model from his statements,which is divided into five stages,that is,sensing perplexing situations,clarifying the problem,formulating a tentativehypothesis,examining the hypothesis,revising rigorous tests and acting on solution.Then,in the late 1950s and early 1960s,an era of curriculum reform,David Hawkinsdescribes a teaching model that uses the symbols of the circle,the triangle and thesquare.However,the model did not gain the widespread acceptance of ScienceCurriculum Improvement Study(hereinafter referred to as SCIS).In 1950,Atheoretical physicist called Robert Karplus at the University of California-Berkeleybecame interested in science education.J.Myron Atkin1(1961)collaborated withKarplus on an instructional model.According to Robert Karplus and Herbert Thier(1967),they described three stages of a new model,namely,exploration,inventionand discovery,which is named Atkin-Karplus Learning Cycle,and also known asSCIS learning cycle.
Chapter Three Theoretical Foundation ...................... 27
3.1 Constructivism ............................ 27
3.1.1 Overview of Constructivism ........................ 27
3.1.2 Correlation of constructivism and 5E teaching model............... 29
Chapter Four Research Design .......................... 36
4.1 Research Questions ................................. 36
4.2 Research Participants ..................................... 36
4.3 Research Instruments ............................... 37
Chapter Five Results and Discussion ............. 50
5.1 Results ............................. 50
5.1.1 Results of pre-questionnaires .............................. 50
5.1.2 Results of tests ................................. 55
Chapter Five Results and Discussion
5.1 Results
5.1.1 Results of pre-questionnaires
Questionnaires are used to answer the first research question,which is tomeasure the improvement in students’thinking quality.Before and after theexperiment,the author distributed questionnaires to EC and CC respectively.A totalof 81 questionnaires were distributed and 81 valid questionnaires were returned,including 41 for EC and 40 for CC,with a return rate of 100%.The questionnaires aredivided into two parts,namely,thinking quality disposition scale and thinking qualityability scale,which are calculated and counted respectively.
In order to clearly demonstrate the effectiveness of the experiment,the data ofthinking quality of EC and CC will be analyzed.The specific results are as follows.
Chapter Six Conclusion
6.1 Major Findings of the Research
Using constructivism and Bloo