Training Perceptions of Biology Teachers on the Applicability of the 5E Instructional Model

This paper explores outcomes of mini-research on perceptions of teachers of biology on the effectiveness of the 5E instructional model in implementing inquiry-based learning (IBL). An instructional model provides a systematic approach to teaching that is fundamental to effective learning. The 5E instructional model is particularly is suitable in an inquiry learning environment in which the teacher presents hands-on, minds-on scientific and mathematical learning experiences. When well-implemented IBL allow learners to take control of their own learning (Carin, Bass, & Contant, 2005) and helps them develop a variety of mathematical and scientific skills [biology] that include, questioning, predicting, observing, manipulating and inferring. The paper sources its data from teachers attending an in-service education and training (INSET) course organised by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). The pre perceptions data were collected after a general session on the concept, meaning and practice of 5E instructional model were delivered while the post perceptions will be collected after the teachers experienced the 5 E instructional model at the subject level. Though a single week experience, the outcomes reveal an understanding of the 5E instructional model with even some level of preference to some of the stages. Teachers were also able to cite what would promote or hinder the use of the model such as planning time and resources. It is a recommendation of the study that more time and practice would be needed to ground teachers on the use of the model.

Inquiry, Instructional, Learning

Pedagogy and Curriculum

Paper Presentation in a Themed Session

  • Joseph Kennedy Karanja Thuo
    • Lecturer, CEMASTEA, Teachers Service Commission, Kenya, Kenya Kenya
    • Trained Teacher in Biology and Zoology. Masters Degree in Education Leadership and Management. Involved in Teacher professional development