4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms

Autor/inn/en	Marshall, Jeff C.; Horton, Bob; Smart, Julie
Titel	4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms
Quelle	In: Journal of Science Teacher Education, 20 (2009) 6, S.501-516 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-008-9114-7
Schlagwörter	Elementary Secondary Education; Formative Evaluation; Inquiry; Instructional Improvement; Science Instruction; Mathematics Instruction; Models; Metacognition; Science Education; Educational Strategies; Educational Principles; Teaching Methods; Mathematics Education + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Naturwissenschaftliche Bildung; Lehrstrategie; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung
Abstract	After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E x 2 (read "4E by 2") Instructional Model provides such a model for learning that links strong conceptual understanding of content with inquiry learning experiences. The 4E x 2 Model integrates what we know and understand about inquiry-based teaching and learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E x 2 Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs are united. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10