model 3e, 4e dan 5e

RPH Kitar Pembelajaran 4E

Oleh

Enchum binti Ibrahim

Jabatan Sains

IPG Kampus Ipoh

Kitar Pembelajaran

• Dapatan kajian mencadangkan guru memperingkatkan pengajarannya kepada beberapa siri pengajaran atau fasa pembelajaran

• Pemeringkatan ini dinamakan Kitar pembelajaran

Model Terawal (Robert Karplus 1960an)- Inkuiri Terbimbing

Invention

Expansion

ExplorationLesson Begins Here

Science Lesson Ends Here Leading to the NEXT Exploration

ConceptApplication

Discovery Concept Invention

• Discovery:– Students interact with materials and each

other to discover new knowledge

• Concept Invention/Development:– Teachers build on students ideas in formally

teaching information, concepts, and principles that help students to make sense of their discovery

• Concept Application:– Students construct new understandings by

applying their discovered and acquired knowledge to new situations

Lesson Design Menu

Appetizer

(Exploration)

Main Course

(Concept Invention)

Dessert

(Concept Application)

Focus and ReviewStatement of Objective

Teacher Input Presentation

Guided Practice

Independent PracticeClosure

Cadangan awal: Robert Karplus (1970) – exploration - invention - discovery

• Untuk menghasilkan satu pembelajaran yang bermakna, pengajaran mestilah disesuaikan untuk membantu murid:– Menyedari pengetahuan sedia ada mereka– Berkerjasama dalam keadaan yang selamat

dan positif– Bandingkan idea baru yang diterima dengan

pengetahuan sedia ada mereka.

• Kita juga mesti bantu murid:– Menghubungkan idea baru dengan apa yang

mereka sudah tahu– Membina pengetahuan “baru” – Menggunakan pengetahuan baru tadi dalam

situasi yang lain

Traditional Course Lessons

Lesson Begins Lesson Ends

Instructor: tells/lectures content, questions students

Student: answers questions, recites work and problems

Instructor: provides verification and summary

Student: Asks for clarification

• It allows students to:– Become aware– Recognize shortcomings– Apply critical reasoning– Search more efficiently– Apply what they learn– Transfer knowledge

Kitar pembelajaran 4Es

• Exploration

• Explanation

• Expansion

• Evaluation

Exploration

• Guru mengajak murid belajar mengenai sesuatu konsep dengan mengcungkil pengetahuan sedia ada murid melalui soalan, demonstrasi atau lain-lain idea.

• Berpusatkan murid

• Kooperatif

• Inkuiri

Explanation

• Murid meneroka konsep-konsep baru dengan bantuan guru secara minima

• Murid memanipulasi bahan-bahan yang disediakan oleh guru untuk mengumpul maklumat mengenai sesuatu konsep.

• Murid juga boleh menguji “idea baru” yang bertentangan dengan idea mereka.– Kurang berpusatkan murid– Pembentukan konsep– Membina makna

Expansion

• Murid menggunakan apa yang telah mereka pelajari untuk mengembangkan kefahaman mengenai konsep

Evaluation

•Penilaian secara formal atau tidak formal

RPH Kitar Pembelajaran 5E

Oleh

Enchum binti Ibrahim

Jabatan Sains

IPG Kampus Ipoh

Aktiviti: Menyusun Aktiviti Pengajaran mengikut

Sekuen

• Susunkan LIMA aktiviti yang diberi mengikut sekuen yang anda fikirkan logik.

• Mengapa anda menyusun aktiviti mengikut order begitu?

Model Pengajaran 5EEngage(Pembangkitan Minat)

Untuk fokus perhatian murid terhadap konteks atau konsep yang akan dipelajari. Aktiviti yang membantu murid membuat perkaitan apa yang mereka tahu dengan apa yang mereka boleh buat.

Explore(Penerokaan)

Menyediakan peluang kepada murid bekerja secara kumpulan atau kendiri untuk mendapatkan idea tentang sesuatu konsep melalui aktiviti atau rujukan sumber.

Explain(Penjelasan)

Guru mendorong murid untuk menerangkan konsep dengan ayat sendiri, meminta bukti dan penjelasan murid semasa sesi perbincangan. Guru menjelaskan lebih lanjut dengan menerangkan konsep-konsep dan kemahiran tertentu.

Elaborate(Perkembangan)

Meminta murid menerapkan konsep-konsep yang telah difahami ke dalam situasi baru

Evaluation(Penilaian)

Menggalakkan murid menilai perkembangan pembelajaran mereka (panduan juga kepada guru tentang perkembangan muridnya)

A Learning Cycle

Renung Semula

• Bagaimana aktiviti pada permulaan tadi sesuai dengan model 5E?

• Apakah sekuen yang betul?

• Ada cadangan yang lebih baik?

• Jawapan aktiviti

Fasa 1: Engage• Tayangan video bertajuk: Osmosis In Red

Onion Cells. Pelajar diminta membuat pemerhatian terhadap isi kandungan video.

• Cadangan soalan: • Apa yang dapat kamu perhati?• Jelaskan pemerhatian kamu?• Ramalkan apakah yang akan berlaku sekiranya

membrane sel tidak wujud?• Pelajar diberi tahu bahawa tajuk pelajaran hari

ini adalah berkaitan dengan fungsi membran sel.

Fasa 2: Explore

• Aktiviti Osmometer telur:• Pelajar melakukan aktiviti ini

dalam kumpulan.• Pelajar diberi set osmometer

telur I pada awal eksperimen. Mereka diminta berbincang dan mengusulkan satu hipotesis apa yang akan berlaku kepada telur jika telur tersebut direndam dalam air suling selama dua hari.

Rajah 1: Set 1 Osmometer Telur

• Set Osmometer 1: mengandungi telur ayam segar yang cengkerang luarnya (di bahagian satu hujung) telah dilarutkan terlebih dahulu dengan menggunakan HCl cair

• Seterusnya pelajar diberi set osmometer telur ke 2. Mereka diminta menulis beberapa pemerhatian berdasarkan set tersebut.

• Set osmometer 2 adalah set yang sama seperti set 1 yang telah dibuat 2 hari lebih awal.

Fasa 3: Explain

• Pelajar diminta berbincang dalam kumpulan mengenai pemerhatian mereka dan membuat kesimpulan tentang fungsi membran sel. Guru bertindak sebagai fasilitator dengan penyoalan-penyoalan untuk membimbing kepada pemahaman konsep osmosis dan fungsi membran sel.

Fasa 4: Elaborate/Extend• Pelajar diminta berbincang dalam kumpulan :• apa yang akan berlaku jika sesuatu sel tidak

dapat mengawal kemasukan dan pengeluaran bahan merentasi membranenya?

• Apa kebaikan membrane sel yang mempunyai ketelapan memilih?

• Apa kepentingan osmosis dalam sel haiwan?• Aplikasi osmosis dalam kehidupan harian?

 Fasa 5: Evaluate

• Pelajar diminta menulis refleksi pengalaman yang dilalui dalam sesi P&P hari ini berpandukan grid berikut:

• Apa yang telah anda pelajari?• Apa perasaan anda terhadap pelajaran ini?• Jelaskan setakat mana pelajaran hari ini

telah mempengaruhi pengetahuan anda tentang osmosis?

Objektif setiap fasa Model 5E

To determine what students learned from the lessons. For students to be metacognitive about their learning.

Evaluate

For students to demonstrate their ability to apply/transfer their understanding to new contexts.

Elaborate

For students to demonstrate their current understanding.

Explain

To determine how students are building conceptual understandings.

Explore

To identify students’ existing science ideas.

Engage

To determine what students learned from the lessons. For students to be metacognitive about their learning.

Evaluate

For students to demonstrate their ability to apply/transfer their understanding to new contexts.

Elaborate

For students to demonstrate their current understanding.

Explain

To determine how students are building conceptual understandings.

Explore

To identify students’ existing science ideas.

Engage

Strategi yang sesuai untuk setiap fasa

Poster, project, test, lab practical, presentation, comparison essay, final reflection, lab report, self-evaluation, debate, memo

Evaluate

Application problem, paired problem solving, design activity, thought experiment

Elaborate

Discrepant event prediction/explanation, ConcepTest (Mazur), Making Models, Make a Claim

Explain

Science notebook, daily reflections, puzzlers, problem of the day, discussion, minute papers, conceptual cartoon, think/pair/share, drawings, predicting activities, graphic organizers

Explore

KWL chart, concept map, card sort task, memoir, brainstorming session, interview, questionnaire

Engage

Poster, project, test, lab practical, presentation, comparison essay, final reflection, lab report, self-evaluation, debate, memo

Evaluate

Application problem, paired problem solving, design activity, thought experiment

Elaborate

Discrepant event prediction/explanation, ConcepTest (Mazur), Making Models, Make a Claim

Explain

Science notebook, daily reflections, puzzlers, problem of the day, discussion, minute papers, conceptual cartoon, think/pair/share, drawings, predicting activities, graphic organizers

Explore

KWL chart, concept map, card sort task, memoir, brainstorming session, interview, questionnaire

Engage

Contoh Aktiviti Untuk Setiap Fasa

Engage: Mengenal pasti idea sedia ada

Card sortSort the following statements as representative of melting

or dissolving:• Ice in water• Ice cream on a hot day• Salt in water• Licking a lollipop• Heating butter on the stove• Bar of soap in the bathtub

Engage: Mengenal pasti idea sedia ada

MemoirThink back about what you know about magnets. What

are some claims you can make about magnets? Where/how did you come to learn this about magnets?

Explore: Bagaimana murid membina idea mereka?

Daily Reflection in Science NotebookToday we investigated pitch with 3 different kinds of objects: nails, bottles, and rubber bands. Think back on all of your observations. What patterns do you notice? Write a rule about pitch that takes your observations into account.

Explore: Bagaimana murid membina idea mereka??

Conceptual Cartoon

Explore: Bagaimana murid membina idea mereka??

Minute PapersWhat is one thing you learned from today’s discussion?

What is one question that you still have?

Explain: Mendemonstrasi kefahaman

ConcepTestA boat carrying a large boulder is floating on a lake. The boulder is thrown overboard and sinks to the bottom of the lake. Will the level of the water in the lake (with respect to the shore) go (a) up (b) down, or (c) stay the same? (correct choice is b)

Explain: Mendemonstrasi kefahaman

Make a Claim (2nd graders—shadows)• A shadow is the same shape as the thing in front of it.• The shadow’s shape is from the object’s shape. And the way you shine

the light.• Light is getting blocked by the object.• It matters what the object is, not the shadow.• That is the way the object is shaped.• It is the same shape because it won’t get any bigger than the object.• Because it copies things and the light makes the object make a

shadow.• The part that blocks the light makes a shadow.• The object is blocking the light so it traces the object, so it makes a

black spot, so it makes a shadow.• Because the light is going on the sides and on top and bottom.

Explain: Mendemonstrasi kefahaman

Make a Claim (4th graders—sink and float)Idea Agree? Reason

Things that are heavy sink. Things that are light float.

Some things that are big can float and some really small things can sink.

It depends on the material the object is made of whether it will sink or float.

Things that are small and heavy sink. Things that are big and heavy float.

Things that sink weigh more than water. Things that float weigh less than water.

Water pressure keeps things up.

Elaborate: pemindahan pengetahuan ke dalam konteks baru

Design ActivityWelcome to the Acme Toy Company. You have been hired

as members of a research and development (R & D) team assigned to the Water Toys Division. Using what you know about sinking and floating, your job is to make a water toy out of floater materials that will sink OR to make a water toy out of sinker materials that will float.

Elaborate: pemindahan pengetahuan ke dalam konteks baru

Thought ExperimentThis bottle has 2 divers in it.

One diver has a lot of water and

the other has a little water.

Draw 3 pictures:–Draw what will happen when you squeeze lightly.–Draw what will happen when you squeeze harder.–Draw what will happen when you let go. 

Explain why you think this will happen.

Elaborate: pemindahan pengetahuan ke dalam konteks baru

Thought ExperimentFixing the backyard swing. In

what ways could I make this crooked swing go straight?