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    Needham 5 Phases

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    JoshuaArry
    The document outlines the five phases of a teaching and learning scheme based on constructivism according to Needham (1987). The phases are: orientation to stimulate interest and prepare students; eliciting ideas to understand students' frameworks; restructuring ideas to replace or modify wrong ideas and expand correct ones; application of ideas to consolidate scientific understanding in new situations; and reflection to help students realize how their ideas have changed. Each phase lists aims and example methods to achieve the phase's purpose.

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    Needham 5 Phases

    Uploaded by

    JoshuaArry
    283 views1 page
    The document outlines the five phases of a teaching and learning scheme based on constructivism according to Needham (1987). The phases are: orientation to stimulate interest and prepare students; eliciting ideas to understand students' frameworks; restructuring ideas to replace or modify wrong ideas and expand correct ones; application of ideas to consolidate scientific understanding in new situations; and reflection to help students realize how their ideas have changed. Each phase lists aims and example methods to achieve the phase's purpose.

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    The document outlines the five phases of a teaching and learning scheme based on constructivism according to Needham (1987). The phases are: orientation to stimulate interest and prepare students; eliciting ideas to understand students' frameworks; restructuring ideas to replace or modify wrong ideas and expand correct ones; application of ideas to consolidate scientific understanding in new situations; and reflection to help students realize how their ideas have changed. Each phase lists aims and example methods to achieve the phase's purpose.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    283 views1 page

    Needham 5 Phases

    Uploaded by

    JoshuaArry
    The document outlines the five phases of a teaching and learning scheme based on constructivism according to Needham (1987). The phases are: orientation to stimulate interest and prepare students; eliciting ideas to understand students' frameworks; restructuring ideas to replace or modify wrong ideas and expand correct ones; application of ideas to consolidate scientific understanding in new situations; and reflection to help students realize how their ideas have changed. Each phase lists aims and example methods to achieve the phase's purpose.

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    THE FIVE PHASES OF TEACHING AND LEARNING SCHEME BASED ON CONSTRUCTIVISM ACCORDING TO

    NEEDHAM (1987)

    PHASE AIMS / USE METHODS


    Orientation  To stimulate interest, attract the attention of the Demonstrating a discrepant event or a phenomena.
    students and prepare a conducive setting for Show pictures / diagrams. Present a problem to be
    active learning. thought through. A short practical activity, a video
    clip, CD demonstration, or relevant newspaper
    clippings. Asking students to recall one or two main
    ideas that they have discussed in the previous
    lesson.
    Eliciting  So that the teacher and the students are aware Discussion, brainstorming, discourse in small
    Ideas of alternative frameworks of the students. groups, practical work, concept mapping, question-
     Wrong ideas need not be addressed during this answer session, interview of events, drawing
    phase. It is important though that a record of pictures to illustrate science phenomena, explaining
    the alternative framework be kept in mind and the meaning of scientific / daily or common words.
    accosted in the phases that follow.
    Restructuring Preparations are needed to: Discussion in small groups, investigations,
    Ideas  Replace wrong ideas experimentation, demonstration, practical work,
     Modify inaccurate ideas simulation.
     Expand correct but incomplete ideas.
     Validating correct scientific ideas
    Application Consolidating correct scientific ideas that has been Problem solving in different but related situations,
    of Ideas constructed or considering daily application or discourse, innovating, brainstorming, worksheets.
    application in new situations.
    Reflection Helping students realize what and how their ideas Self-reflection, group reflection, writing reflection.
    that have been changed during the teaching and
    learning process.

    Adapted from: Needham, R. and Hill, P. (1987) Teaching Strategies for Developing Understanding in Science
    (University of Leeds)

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