LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• apply inquiry-based learning (IBL) frameworks when designing classroom activities
• apply a number of learning theories and their relevance to the teaching of science, including
–– behaviourism
–– constructivism
–– metacognition
–– Piaget's developmental theory
–– Bloom's revised taxonomy
• apply cognitive load theory in relation to inquiry learning, identifying strategies for applying this theory to IBL
• analyse and apply the phases of the 5E framework.
Introduction
This chapter is the mirror to Chapter 1.3. The main goal of this chapter is to provide practical examples to elaborate on and illustrate the applications of the main focus areas of Chapter 1.3. A close relationship exists between instructional design and classroom management, based on the ability of effective instruction to engage students (Scott, Nelson & Liaupsin, 2001). We therefore begin this chapter by noting that a general principle of applied theory is that instruction which engages student attention will also contribute to classroom management, an important consideration for every classroom teacher. When we get to the area of applied theory, we are dealing with highly complex elements of instructional design. Important considerations in this area include thinking about how we can best teach concepts to our students, how to develop effective problem-solving skills, how meaning is constructed from the raw information of learning, how to scaffold student learning for transfer or generalisation, and how to get students to regulate their own learning.
Understanding how we process information is also an important aspect of effective instruction, because this helps us design for learning that is accessible and relevant to student cognition (Anderson, Reder & Simon, 1996). It also suggests how we might go about scaffolding for improved learning in the areas of critical thinking, problem solving, decision making and creative thinking. Instructional design that applies theory effectively prepares individuals to become lifelong learners (Davis, Sumara & Luce-Kapler, 2008). It is, therefore, a pivotal area for teachers to know about and provides an important backdrop to the presentation of this chapter.
Against that backdrop, this chapter introduces you to a number of specific strategies designed to apply theoretical ideas about science teaching to the learning situations that occur in classrooms, schools and other educational settings. As noted in Chapter 1.3, the overarching frame of reference for applying these strategies will be the inquiry-based 5E instructional model of science teaching.