Practices and Implications of Constructivist Teaching Model in

Education

Preeti Saxena

SAM Global University, Raisen, India

Keywords: 5E Instructional Model, Teacher Education.

Abstract: Teaching is a profession and teacher education is a process of professional preparation of teachers. Teaching

learning process based on constructive model, regard learning as an active process in which learner develop

their own knowledge and understanding of the world by engaging in experiencing things and reflecting on

those experiences. The present study is based on non-participatory observations of trainee teacher educators

employing the 5E Instruction approach in the classroom. Various activities performed by aspiring teacher

educators during different 5E model stages were documented. Students’ participation and collaboration in

teaching learning process was noted. Results of the study indicate that implementation of 5E model based

lessons had equipped them to design productive learning environments and to engage students in authentic

tasks and useful learning. Findings have also highlighted the efficiency of trainee teacher educators to manage

constructive classroom by providing interactive and student centered activities. It was found that in

constructive classroom, students enjoy enough freedom to work together and share knowledge to accomplish

a common objective. Training in 5E Instructional model has proven to be genuinely helpful and effective for

quality teacher education

1 INTRODUCTION

Education is a life-long process and goes on from

birth to death. Education in broader sense is any act

or experience that has a formative impact on the

mind, character or physical ability of an individual. It

is a social process that intends to modify student's

behaviour through learning in a socially desirable

way. It is the process whereby a human being

gradually adopts himself to his physical, social, and

spiritual environments in diverse ways. Education

thus represents the sum of all experiences a child

receives, both within and outside of the school. It is a

means for holistic development of personality of a

child. According to Mahatma Gandhi education is a

tool to realize every individual talents and potential

(Cited in Dash, N.K. 2015). UNESCO definition

regarding goals of education mentioned in Jacques

Delors report published in 1996 has stated the four

pillars of education i.e. learning to know, learning to

do, learning to be and learning to live together. The

opportunity to live together is made possible in

constructivist classroom and foster social equity,

justice, peace and harmony (Cited in Dash, N.K.

2015).

Constructivism represents a paradigm shift from

education based on behaviourism to education based

on cognitive theories. Constructivism has its roots in

philosophy and has been applied to theory of learning

and education. The premise of constructivist

epistemology is that learners create their own

knowledge of the world through experiencing things

and by reflecting on those experiences (Sudheesh

Kumar and Noushad, 2011). According to Bruner

(2011) constructivism is a learning theory in which

students actively construct new ideas or concepts

based on their present or prior knowledge. The core

principle of constructivist theory is that learning is a

socially enhanced active process of knowledge

creation. Metacognition and reflection are crucial

components in creating knowledge and meaning

(Sudheesh Kumar and Noushad, 2011). Further,

education refers to the process of facilitating that

construction rather than simply imparting knowledge.

In constructive classrooms, students are inspired to be

independent thinker and problem solver (Bruner, J.S.

1966). They are encouraged to communicate and

work together with others, thus allowing for inquiry,

exploration, autonomy and personal expression of

thoughts and concepts (Mohan, R., 2007). Thus, the

802

Saxena, P.

Practices and Implications of Constructivist Teaching Model in Education.

DOI: 10.5220/0012503900003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 802-805

ISBN: 978-989-758-687-3

constructivist perspective provides strategies for

promoting ‘learning by all’ (NCF, 2005).

2 5E INSTRUCTIONAL MODEL

Constructive learning is a process that incorporates

both assimilation and accommodation and is based on

the individual's existing knowledge. For designing

lessons, based on Inquiry approach, widely used

constructive 5E model given by Rodger W. Bybee

(1997) is used for instruction which includes five

phases- engage, explore, explain, elaborate and

evaluate (cited in Bentley, M.L., et al., 2007).

2.1 Engage

This phase is intended to foster student interest,

encourage their thinking and to retrieve their prior

knowledge. Teacher can achieve this by using

discrepant event, telling a story, demonstration, role

play, or showing picture or image.

2.2 Explore

This is the most active phase for the students to work

independently or in small groups collaboratively.

Students get first –hand experiences by working with

manipulative (natural objects, models), videos,

pictures, or from text. Such experiences provide

multiple perspectives which are added to their current

knowledge and preconception. There is a social

dimension as student talk and share with one another

in the group. The teachers’ role is to encourage

independent thinking among students to construct

their own understanding of the concept.

2.3 Explain

During this phase teacher direct the discussion,

provide appropriate terminology and guide them to

develop deeper understanding of the content.

Teacher’s explanations, text and media are used to

clarify the content. This phase provide opportunity to

report their findings and express their concepts.

2.4 Elaborate

This phase provides opportunity to transfer their

learning to a new but closely related situation.

Learners are encouraged to expand their

understanding by posing and exploring different but

related question.

2.5 Evaluate

Formative assessment is used since the engage phase

and interwoven with teaching. This phase of learning

cycle help to assess student understanding of the

content.

3 TEACHER EDUCATION

Teaching is a profession and teacher education is a

process of professional preparation of teachers

(NCFTE, 2009). Stated by NCTE (Das, 1998) in

Quality Concerns in Secondary Teacher Education –

‘The teacher is the most important element in any

educational program’. This demonstrates the

necessity of investing in teacher preparation to make

the future of a nation secured. According to National

Council for Teacher Education, teacher education is a

programme of education, research and training of

persons to teach at all levels of education, from pre-

primary to higher education (NCFTE, 2009). A

teacher needs to be prepared to meet the expectations

arising in the schools and in higher education.

3.1 Objectives of the Study

● To study the implementation of 5E model based

lessons in professional development of the trainee

teacher educators.

● To study the competency of trainee teacher

educators in managing constructive classroom.

● To study students’ collaboration to work in small

groups in a constructive classrooms.

3.2 Methodology

The present study is descriptive in nature. After

taking into consideration objectives of the study, a

non-participatory observation was used to collect

data. During observation various activities performed

by trainees’ teacher educators during their Internship

was noted. Students’ participation in teaching

learning process was also noticed. Information

collected by observation is presented descriptively.

3.3 Sample

Sixteen trainee teacher educators of Education

College (PG Department), Bangalore were observed

during internship.

Practices and Implications of Constructivist Teaching Model in Education

803

3.4 Tool

Field notes were used to analyse data collected

through non-participatory observation of trainee

teacher educators during their classroom transaction.

Analysis was based on the following criteria:

3.4.1 Implementation of 5E Mode

means following five phases of 5E constructivist

cycle for knowledge construction by the trainee

teacher educators, which includes - engage, explore,

explain, elaborate and evaluate.

3.4.2 Classroom Management

includes competency of trainee teacher educators to

create democratic classrooms and student centered

activities. It also includes facilitation of student’s

reflective and autonomous thinking through

discussion, dialogues, drawings or other

representations by trainees.

3.4.3 Collaborative Work

includes the nature of opportunities provided to the

students to interact, discuss and communicate in

small groups to expose them to alternative viewpoint

for the active accomplishment of the task. Learning is

joyful because higher mental functions such as

reasoning, comprehension, and critical thinking

originate in social interaction.

4 ANALYSIS AND DISCUSSION

The potentiality of constructive models to facilitate

knowledge and enhance the learning process is

revealed through observation based on 5E model

lessons presented by the trainee teacher educators.

Data collected by examining different activities

carried out by trainee teacher educators using 5E

model is descriptively analysed as follows:

4.1 Execution of 5E Model

Trainees has designed lessons for their Internship

using 5E model given by Bybee, R.W. (1997). The

process of constructing knowledge incorporates the

learner's prior knowledge, beliefs, and attitudes into

account. To ‘engage’ and capture the learners'

attention, some trainees had introduced the topic by

eliciting key words, while others has used puzzles,

role plays, stories, demonstration, discussion etc. For

‘exploration’ phase hands on experience was

provided in the form of visuals, videos,

experimentation and various group activities.

Trainees incorporate technologies like videos,

recording, animations, and graphics throughout the

exploration phase to promote autonomous thought

and knowledge construction. Such an experience has

provided multiple perspective and representation of

concepts and content necessary to mediate learning.

During ‘explain’ phase teacher guide the discussion,

provided appropriate terminology and helped the

students to get a deeper understanding of the topic.

Text, media and explanations are all employed by

trainees to make the content clear. Students are asked

to explain their thoughts and conceptions and to

report their findings. Before reporting, students are

encouraged to ‘elaborate’ their understanding by

applying the concept in real world setting. The

outcome of their learning is ‘evaluated’ by using

them in new conditions. To examine the outcome of

students learning, trainee teacher educators have used

a range of assessment strategies like quiz and

different types of objective questions.

4.2 Classroom Management

Trainee teacher educators in training had created an

environment where the students could actively

participate by fostering collaboration among them.

Students were given activities to perform, problems

to solve and freedom to ask their own questions.

Trainees’ also facilitated student’s reflections and

thinking through questioning, drawings, explanations

and use of digital tools.

4.3 Collaborative Work

Students were provided with the opportunity to

collaborate in small groups, explore the idea and

impart knowledge to one another. Group

collaboration has sparked learning and contributed in

the group's development of a deeper understanding.

Throughout the process of learning, students were not

left alone and are constantly given guidance by

trainee teacher educators. Their thinking and problem

solving is aided by computer software supports,

models, expert hints, and peers in the collaborative

group. Students were urged to reflect upon on their

experiences, share them with others, and build their

own conceptual frameworks. By comprehending and

reflecting on activities students are scaffold to

reconcile new knowledge.

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5 FINDINGS

It was found that the 5E model has offered the

opportunity to trainee teacher educators to create

productive learning environments and involve

students in real-world tasks. Digital tools and a

variety of activities helped to maintain students’

varied interest and requirements while promoting

conceptual clarity. Implementation of 5E Model

lessons has provided hands-on experience to the

trainees to use large amount of teaching materials

accessible to teach various topics in their chosen

methodological subject.

● Trainee teacher educators had efficiently

managed constructive classroom by creating

democratic classrooms where students collaborate

in small groups. Collaboration had provided the

social support and scaffold students to go beyond

their current state and try new ideas.

● It was found that in constructive classroom

students enjoyed freedom to collaborate in small

groups and to share their understanding with

others in a class. Group collaboration has sparked

learning and facilitated deeper understanding

among the group members. Findings of research

have shown that majority of the trainee teacher

educators were proficient in implementing 5E

Instructional model and others had performed

fairly well. A very small number of trainees found

difficulty to involve students in learning process.

But with mentoring they picked up the problem

and shown improvement in their successive

presentations. All the trainees had integrated

technology throughout various phases of

developing a lesson. Results had indicated that the

rigorous training received by trainee teacher

educators in the form of orientation and

demonstration of lessons based on 5E model had

equipped them to design and implement the lesson

efficiently.

6 CONCLUSION

The 5E Instructional style had made it easier for

students to build strong foundation of knowledge by

engaging in experiences and reflecting on those

experiences. Learning in groups has integrated the

development of the students' social and academic

skills. They gained knowledge of teamwork skills,

patience, perseverance, and a sense of group

belonging in addition to their academic learning.

Group setting had enhanced students’ positive

attitude towards learning as they contribute to it.

This study has shown that 5E Instructional had

created a unique learning experience for learners and

helped to build a strong foundation of knowledge.

Planning and executing lessons in a variety of

subjects for higher education

can be successfully

accomplished using the 5E model. It has proven to be

genuinely helpful and effective for quality teacher

education.

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