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ERIC Number: EJ862502
Record Type: Journal
Publication Date: 2009-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms
Marshall, Jeff C.; Horton, Bob; Smart, Julie
Journal of Science Teacher Education, v20 n6 p501-516 Dec 2009
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A