Development and Validation of an Instructional Model for Risk Response in Science Education

Objectives The purpose of this study was to conduct an integrative review of recent design and development research in the field of secondary technology education to examining how research is conducted and to derive relevant implications. Methods The study followed the integrative review methodology proposed by Whittemore and Knafl (2005), proceeding through the stages of problem identification, literature search, data evaluation, data analysis, and presentation. During the problem identification stage, the research focus was defined based on scientific research methods, systematic procedures, the outcome value, and implications. Through literature search and data evaluation, 38 research articles were selected for analysis. Data analysis was conducted based on an analytical framework established from a theoretical review of design and development research and the identified research questions. Results First, it was found that design and development research in secondary technology education primarily focuses on the development of outputs and tools rather than on the development and validation of models. The research employed various methods, including literature review, expert evaluation, field application, surveys, and experimental studies. Second, the procedures for design and development research generally follow systematic instructional design models, including analysis, design, development, and implementation, as well as common steps such as model drafting, expert review, and final development. Third, the outcomes of design and development research in this field take various forms, including context-specific educational programs and experiential activity tasks, as well as generalized instructional models. Conclusions First, design and development research in secondary technology education predominantly focuses on the development of outputs and tools, addressing various content areas of technology education. Although some research emphasizes model development and validation, its proportion is relatively small compared to output and tool development research. Second, a variety of quantitative and qualitative approaches are utilized in this field. Common foundational methods include literature review to establish theoretical underpinnings and expert evaluation for internal validation. Third, research developing specific outputs or tools often follows systematic instructional design models, while model development and validation studies typically adhere to common procedures such as initial model drafting, expert review, and final model refinement. Fourth, the outcomes of design and development research in secondary technology education are diverse, encompassing studies targeting middle school students, high school students, and technology teachers. Results include both context-specific outputs, such as programs, teaching guides, and experiential activity tasks, and generalized outcomes, such as instructional models and lesson design frameworks for technology education.

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher`s professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher`s professionalism.

Objectives This study aims to enhance special education teachers' awareness of the importance of utilizing educational drama and explore specific methods for its implementation in career and vocational education. The research objective is to develop an educational drama-based instructional model for career and vocational education designed to support middle school students with developmental disabilities in preparing for adulthood by considering their needs, strengths, and interests. Methods The instructional model for career and vocational education using educational drama for middle school students with developmental disabilities was developed through the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). In the Analysis phase, learner analysis, teacher needs analysis, and task analysis were conducted to design activities and tasks tailored to the individual characteristics and levels of students with developmental disabilities, emphasizing the need to enhance vocational experiences and social interaction skills. In the Design phase, learning objectives were established based on self-awareness, career exploration, job exploration, and career planning. Various educational drama techniques, including imagination, expression, questioning, and internalization, were incorporated to structure the instructional model. In the Development phase, expert validation of content validity (CVI) was conducted on the initial model, yielding a high validity and reliability score with an average CVI of 0.96, leading to the finalization of the instructional model. In the Implementation phase, the model was applied in eight sessions over four weeks between June and July 2024 in a special education class at a middle school in City P. In the Evaluation phase, a teacher response evaluation was conducted by two special education teachers (homeroom and assistant teachers) who participated in the study. Results The conceptual and procedural models developed for career and vocational education using educational drama positively influenced special education teachers' lesson planning, validating the effectiveness and feasibility of the instructional model. Conclusions This study demonstrates the effectiveness of educational drama in career and vocational education for students with developmental disabilities. The proposed instructional model provides a practical teaching and learning framework that enhances students' self-awareness and job exploration skills, ultimately supporting their preparation for a successful transition into adulthood.

This paper examines three in-service science teachers’ use of argument-driven inquiry (ADI) instructional model in an urban school district. We explore the basis for teachers’ adaptation of the ADI model. The data were collected through teacher interviews and classroom observations from three science teachers. Data analysis indicated that three teachers utilised the ADI model in different ways; their implementation is aligned with the intentions of the ADI model or science teachers adapted or omitted the phases of the ADI. The teachers’ practices were influenced by their personal beliefs including beliefs about teaching and learning science and students’ ability and contextual factors such as district and standards, curriculum, and testing. The study provides suggestions about science teacher education and the development of new curriculum materials.

Self-directed learning (SDL) skills have become essential in the newly emerging economy and society with advanced technology. The objectives of this study were to develop a constructionist instructional model in a digital learning ecosystem (DLE) to promote SDL skills. The research was divided into 2 phases in terms of instructional design models. The first phase was model development. It involved syntheses of the related literature. The second phase was model validation. This was conducted with the help of 7 experts who had doctoral degrees as well as expertise and experience in instructional design. The results of the model development phase showed that instruction in constructionism consists of 5 stages: challenge, search, design, design, and evaluate. It was also found that a DLE consists of both biotic and abiotic components that trigger interactions within the ecosystem. In addition, SDL skills consist of the ability to be a self-motivated learner, the ability to learn efficiently, and the ability to self-assess one’s learning. The results of the model validation phase showed that all 7 experts agreed that the instructional stages and components of the instructional model developed were extremely suitable. This instructional model can be used in real classrooms and can enhance SDL skills.

Most chapters include Overview, Suggested Readings, Activities, and Chapter Summary. Foreword by Dr. Lawrence F. Locke, Professor Emeritus, University of Massachusetts, Amherst. I.FOUNDATIONS FOR MODEL-BASED INSTRUCTION IN PHYSICAL EDUCATION. 1.Contemporary Physical Education Programs and Instruction. The Evolution of Goals for U.S. Physical Education. The Evolution of Program Content in U.S. Physical Education. The Evolution of Instruction in Physical Education: From Methods to Models. No One Best Way to Teach. Instructional Models: Tools for Teaching and Learning. Model-Based Instruction for Physical Education. The Need for Multiple Models in Physical Education. Overview of This Book. 2.Knowledge Areas for Models-Based Instruction in Physical Education. Shulman's Knowledge Base for Teaching. A Proposed Knowledge Base for Physical Education Instructional Models. Developing Expert Physical Education Teachers. 3.Model-Based Strategies for Teaching Physical Education. Managerial Strategies. Instructional Strategies. 4.Effective Teaching Skill Areas for Model-Based Instruction. Planning for Instruction. Time and Classroom Management. Task Presentation and Task Structure. Communication. Instructional Information. Use of Questions. Lesson Review and Closure. 5.Planning for Effective Instruction in Physical Education. Why Plan? Guidelines for Planning. Planning as a Blueprint for Action. Unit Planning. Lesson Planning. The Unwritten Parts of a Lesson Plan - Being Completely Prepared. Lesson Planning as Question-Asking. A Generic Lesson Plan Template for Physical Education. 6.Components and Dimensions of Instructional Models. Instructional Models as Blueprints for Teaching. Advantages of Using Model-Based Instruction in Physical Education. Components and Dimensions of Instructional Models for Physical Education. Component 1: Foundations. Component 2: Teaching and Learning Features. Component 3: Teacher Expertise and Contextual Needs. Component 4: Verification of Instructional Processes. Component 5: Assessment of Learning. Component 6: Contextual Modifications. Selecting an Instructional Model. II.SEVEN INSTRUCTIONAL MODELS FOR PHYSICAL EDUCATION. 7.Direct Instruction. Overview. Foundations of the Direct Instruction Model. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Direct Instruction. Assessing Learning in Direct Instruction. Selecting and Modifying Direct Instruction for Physical Education. A Sample Unit and Lesson for Direct Instruction. 8.Personalized System for Instruction. Foundations of the PSI for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for PSI. Assessing Learning in PSI. Selecting and Modifying PSI for Physical Education. A Sample Student Workbook for PSI. A Sample PSI Course Sequence. 9.Cooperative Learning. Overview. Foundations of the Cooperative Learning Model for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Cooperative Learning. Assessing Learning in the Cooperative Learning Model. Selecting and Modifying Cooperative Learning for Physical Education. Sample Unit and Lesson Plan for Cooperative Learning. 10.The Sport Education Model. Overview. Foundations of Sport Education for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Sport Education. Assessing Learning in Sport Education. Selecting and Modifying Sport Education for Physical Education. A Sample Unit (Season) Plan for Sport Education. 11.Peer Teaching Model. Overview. Foundations of the Peer Teaching Model in Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for Peer Teaching. Assessing Learning in Peer Teaching. Selecting and Modifying Peer Teaching for Physical Education. A Sample Unit Plan for Peer Teaching. 12.Inquiry Teaching. Overview. Foundations of the Inquiry Teaching Model. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for the Inquiry Model. Assessing Learning in the Inquiry Model. Selecting and Modifying Inquiry Model for Physical Education. Sample Unit and Lesson Plan for Inquiry Teaching. 13.The Tactical Games Model. Overview. Foundations of the Tactical Games Model for Physical Education. Teaching and Learning Features. Teacher Expertise and Contextual Needs. Teaching and Learning Benchmarks for the Tactical Games Model. Assessing Learning in the Tactical Games Model. Selecting and Modifying the Tactical Games Model for Physical Education. Sample Unit and Lesson Plan for Tactical Games Model. References.

Education in reproductive science is operating from an outdated paradigm of teaching and learning. Traditionally, reproductive education follows the pattern where students read a textbook, listen to instructor presentations, re-read the textbook and class notes and then complete a test. This paradigm is inefficient, costly and has not incorporated the potential that technology can offer with respect to increases in student learning. Further, teachers of reproductive science (and all of science for that matter) have little training in the use of documented methods of instructional design and cognitive psychology. Thus, most of us have learned to teach by repeating the approaches our mentors used (both good and bad). The technology now exists to explain complex topics using multimedia presentations in which digital animation and three-dimensional anatomical reconstructions greatly reduce time required for delivery while at the same time improving student understanding. With funding from the Small Business Innovation Research program through the U.S. Department of Education, we have developed and tested a multimedia approach to teaching complex concepts in reproductive physiology. The results of five separate experiments involving 1058 university students and 122 patients in an OB/GYN clinic indicate that students and patients learned as much or more in less time when viewing the multimedia presentations when compared to traditional teaching methodologies.

Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning

This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward (teaching) science’ (ATS) instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching) science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

ABSTRACTRecent efforts to design science methods course frameworks that scaffold preservice teachers in organizing inquiry instructional sequences show promise, yet preservice teachers do not always use these frameworks when they teach in school field placements. This article uses a Discourses lens to explore how two preservice elementary teachers’ sense of obligation shaped their use of an instructional model in their science planning and teaching. The preservice teachers’ course assignments, planned and enacted instructional sequences, and stimulated recall interviews were analyzed to characterize how their sense of obligations as students in a university science methods course and as student teachers in their school field‐placement classrooms enabled and constrained their use of the instructional model. Findings show that the preservice teachers encountered multiple Discourses across communities. These Discourses shaped the obligations that preservice teachers were expected to fulfill. The preservice teachers used the instructional model when it supported them in meeting their obligations to others. These findings have implications for situating teacher orientations in Discourses, understanding the role of mentor teachers in supporting preservice teachers in using instructional models, and framing the function of preservice teachers’ subject‐matter knowledge for using instructional models.

Guest Editorial: Science education in the developing world: Issues and considerations

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

The US Military still uses a traditional instructional model that typically employs didactic methods, limited periods of active practical application, and the study of two-dimensional content with sparse generalized testing. This model of instruction has shown to produce less learning outcomes than instructional models that use more active learning methods (Hake, R. 1998; Freeman, S., et.al 2013). In addition, traditional instructional methods are incapable of developing the most important level of knowledge for military occupations, which is tacit knowledge. Research sponsored by DARPA has focused on developing tacit knowledge, and exploiting the state of flow in military education and training, which reportedly has shown significant increases in learning and performance.Experiential learning is a philosophy and well-established model of learning that precedes today’s typical industrial-era based instructional methods. Experiential learning requires learners to participate and learn in real task experiences that not only enables the learning of more declarative and procedural knowledge but with the use of new technologies and content, can develop tacit knowledge as well.This paper will discuss a continuing learning engineering effort, first tested with the US Navy and now being researched by the US Army Development Command (DEVCOM), Soldier Center (SC), Synthetic Training Technology Center (STTC), called competency-based experiential learning (CBEL). The purpose of CBEL is to advance traditional classroom learning by incorporating experiential learning, modern neuroscience and learning science, and learning technologies that together we hypothesize will develop increased occupational performance through the development of increased tacit knowledge. We will discuss at a high-level how CBEL incorporates technologies like synthetic environments, adaptive instructional systems, and a form of content called experience events to form a new model of classroom instruction

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, (Do-Read-Do) which attempts to embed the explicit teaching of reading comprehension strategies within a science investigation. This model was then explored in workshops, discussion groups and in reciprocal in-class coaching situations over the course of a semester in a case study school. Findings highlighted many positive aspects of the professional development program such as the use of the gradual release of responsibility model that included modeling, practical application of the new methodology (both within the workshop and in the actual classroom) and ample opportunities for discussion and reflection. Despite some initial difficulties with the instructional model, it proved to be an effective method of embedding explicit reading comprehension instruction within a science investigation.

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.