The cognitive principles of learning underlying the 5E Model of Instruction

Abstract Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achiev...
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Autor*in:	Héctor Ruiz-Martín [verfasserIn] Rodger W. Bybee [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	5E Model Cognitive sciences Constructivism Conceptual change Learning theory Learning sequence

Übergeordnetes Werk:	In: International Journal of STEM Education - SpringerOpen, 2015, 9(2022), 1, Seite 9
Übergeordnetes Werk:	volume:9 ; year:2022 ; number:1 ; pages:9

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s40594-022-00337-z

Katalog-ID:	DOAJ018498914

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callnumber-first	L - Education
author	Héctor Ruiz-Martín
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topic_title	L7-991 LC8-6691 LB5-3640 The cognitive principles of learning underlying the 5E Model of Instruction 5E Model Cognitive sciences Constructivism Conceptual change Learning theory Learning sequence
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title	The cognitive principles of learning underlying the 5E Model of Instruction
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title_sort	cognitive principles of learning underlying the 5e model of instruction
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title_auth	The cognitive principles of learning underlying the 5E Model of Instruction
abstract	Abstract Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achievement in science, and positive attitudes toward science. In this commentary, we would like to put forward the principles from cognitive sciences on how people learn which may underlie the 5E Model and that could theoretically contribute to the model’s effectiveness as a learning sequence. Connections to conceptual change theory are especially highlighted.
abstractGer	Abstract Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achievement in science, and positive attitudes toward science. In this commentary, we would like to put forward the principles from cognitive sciences on how people learn which may underlie the 5E Model and that could theoretically contribute to the model’s effectiveness as a learning sequence. Connections to conceptual change theory are especially highlighted.
abstract_unstemmed	Abstract Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achievement in science, and positive attitudes toward science. In this commentary, we would like to put forward the principles from cognitive sciences on how people learn which may underlie the 5E Model and that could theoretically contribute to the model’s effectiveness as a learning sequence. Connections to conceptual change theory are especially highlighted.
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