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Schwartz and Yovita N. Gwekwerere from Michigan State University presents results
from their study aimed at helping preservice elementary and middle school teachers to
incorporate model-centred scientific inquiry into their science teaching practices. The
authors studied the effect of using a guided inquiry and making instructional framework
creation of new knowledge and scientific reasoning which is the fundamental aspect of
science. However, according to studies in the previous years, scientific modeling is not
education that focus on simple forms at lower levels and also may be due to a lack of
existing information and frameworks for guiding teachers in engaging students in model-
based inquiry practices. Besides that, previous studies show that teachers who engage in
scientific inquiry and modeling often struggle with their teaching because they never
learned science through inquiry and therefore they find it difficult to understand the
concept of modeling and do not know how to effectively engage their students in
scientific modeling.
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Therefore, due to the reasons above, the authors proposed an appropriate
EIMA is different from other learning and teaching cycles because it focuses on
pedagogical content and teaching orientations using EIMA framework. EIMA was
preservice teachers before teaching in K-8 classrooms for one semester. The preservice
scientific models.
According to the authors, the impact of using EIMA by preservice teachers were
lesson plans conducted throughout the semester using a standardized rubric which
outlines the distinctive characteristics of instruction and clearly distinguishes the teaching
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approaches such as didactic, activity driven, academic rigor, project based, conceptual
demonstrations.
Activity-driven Students participate in ‘hands on’ activities used for verification or
the problem with teacher’s support. Students explain their findings and
phenomena.
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Besides that, the nature and purpose of scientific models are further categorized
into three, which are explanatory model, models that embody pattern in data, and
posttests lesson plans that focused on engaging students in scientific inquiry and enable
two thirds of the preservice teachers to change their teaching orientation away from
However, according to the authors, there existed some factors and challenges that
inhibit the change of teaching orientation. Model-centered guided inquiry lesson plans
may not be always appropriate foe elementary children to use or create explanatory
models. Some preservice teachers also struggled to understand the content investigations
in the lesson planning. Besides that, there were instances where some preservice teachers
resist toward letting go of from their prior ideas and lack of understanding the new ideas
distracted or delayed them from fully incorporating scientific model into their lessons.
Last but not least, the authors also wrote their perception about the future
directions of using EIMA instructional framework. They emphasized that the methods of
instruction require refinement and new teachers need practice critiquing teaching and
lesson plans. They also stressed that new teachers also need to practice in evaluating
This steps need to be taken to enhance the development of skills and knowledge for
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PART 2: CRITIQUE ON BENEFITS OF EIMA & CHALLENGES TO
IMPLEMENT EIMA in MALAYSIA
emotionally and physically balanced and harmonious. In consonance with the National
dynamic, robust and resilient and able to master scientific knowledge and technological
competency.
In order to achieve this, the teaching and learning strategies in school plays an
important role. In line with our NPE, I think the instructional framework that was
society.
as Year 1 itself. However, the question that is worth asking is whether our teachers and
students, specifically beginning teachers and beginning learners have access to scientific
inquiry and scientific modeling? Well, the answer is ‘NO’. Our students do not learn
science in a meaningful way, and they tend to memorize the science concepts without any
world as the lessons are conducted in isolation of their daily experiences. Besides that,
our teaching and learning process do not engage students with inquiry-based activities.
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For an example, during a science experiment in class, the teacher provides the students
with all the equipments and procedures and also tells them what to do and what results to
expect. Therefore, our students do not use their skills and abilities up to their maximum
potential. Our students only participate in hands-on activity for verification purpose and
implemented in Malaysia because it focuses on: engaging students in the topic through
investigation, creating scientific models and applying knowledge in daily lives. Besides
Secondly, most teachers did not learn science through inquiry and therefore they do not
know how to effectively engage their students in inquiry-based activities. Hence, they
many teachers have limited knowledge of models and modeling (Harrison, 2001; Justi &
Thirdly, some teachers who have been using conventional method and conformed
to their own ways all these years may find difficulties to change their teaching
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Fourthly, our education system which is exam-oriented hinders inquiry-based
Besides that, teachers who have not personally experienced reform-based science
may not be confident in the new instructional framework, or they may be reluctant of
taking on a new identity as they may fear of the instructional framework not been
the learning of educational theories at training colleges and the actual teaching
experiences. This may be due to the sociology of school settings which do not provide the
Infusing learning goals associated with scientific modeling further limits the time
available to spend on other crucial learning goals, such as those associated with
assessment or equity. At the same time, it might also lead teachers to value only
modeling, at the expense of other kinds of scientific work, in their science teaching.
Another common challenge faced by the teachers is that they need to learn
something new and at the same time learn how to put those new ideas into practice. In
this case, teachers are learning about modeling, learning to use those new ideas as they
Last but not least, I also doubt how far can we change a discovery-driven activity
to guided-inquiry based lesson? We also are not certain whether inquiry-based approach
is applicable at primary school level as the primary school students are still young and
may need the guidance of a teacher to show them the scientific concepts which are
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PART 3: HOW TO IMPEMENT EIMA in MALAYSIAN SCIENCE EDUCATION
To make sure that we gain the most from the EIMA instructional framework, I
programmes/course.
reformed-science.
framework.
The reform-based pedagogies are not only infused in the education courses in the
university/training colleges, but also in the science courses as well so that future
4. Government and NGOs and educational agencies should organize courses for
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training programmes must be done in clusters and not according to cascade model to
using baking soda and vinegar. Is this really a scientific model? What scientific practices
will children gain through the construction of such a model? What higher-level
knowledge will they develop about how science is conducted? What science content will
they learn? And, how can a teacher differentiate between scientific models and exciting
activities?
In this sense, then, the volcano described above cannot easily be used as a scientific
model, since it does not accurately explain the phenomenon of volcanic activity. The
term model in science learning is typically used in two related ways (Gobert & Buckley,
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as idea models. Second, expressed models are external representations of an
computer simulations. Such idea models and expressed models are the product of
salient features of the system or phenomenon under consideration and determining how
those, and the relationships among them, can be depicted or represented—is accompanied
predictions about a phenomenon. This leads to evaluating and revising models in light of
practice and make learners' engagement meaningful, rather than simply going through a
rote sequence of steps. Understanding the purpose of models helps students engage
productively in modeling practices (Schwarz & White, 2005; Snir, Smith, & Raz, 2003).
Models can serve important sense-making and communicative purposes- to develop new
understandings of a phenomenon and move toward being able to apply those ideas to
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The following summarizes the general guidelines for beginning teachers and
scientific knowledge.
Adapted from,
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PART 5: FUNCTIONALITY OF EIMA in MALAYSIAN SCIENCE EDUCATION
First, the teacher should get the students to think about a topic. For example, why
there are different shapes of moon at different times in the sky. This is the first stage,
Then, the students will investigate (2nd stage) the topic. In this case, the students
chart their observations on the moon for a period of time and they do references or use
simulation software to see if their thoughts about the moon are accurate.
Then, the teacher ask questions to direct class discussion in order to make
connections with their observations and students make a model of the moon using
Styrofoam ball and questions led by the teacher. Note that the modeling the 3rd stage
involved in meaningful learning to find new ideas and data, not for verification
purpose.
Then, in the final stage, the students present their findings to the class and
perhaps prepare a journal to be published in a small scale. This is the final stage, to apply
findings.
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The following are some of the ways that I suggest to implement EIMA
and analyzes materials/topics that can infuse guided-inquiry and scientific modeling in
lessons.
2. Teacher only guide students on how to go about it, but the investigation and modeling
the topic and they learn through guided-inquiry and scientific modeling in their lesson
which is more inquiry-based rather than discovery-based. For example, instead of having
the students do the usual way (as suggested in the syllabus) to obtain scientific
observations, perhaps teacher should allow them to come up with their own models and
4. Teacher should promote open-group discussion which is directed towards the topic
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5. When conducting field work, teacher should not restrict the students to specific
task, but encourage them to investigate on their own to generate new ideas, views and
6. Teachers with the support of the School and NGOs and agencies can organize
competitions to encourage students to synthesize new things, and develop new ideas. For
example, competition to create models on spacecrafts using their own creativity related
science concepts.
7. Teacher can also encourage students to create their own computational software
which outlines the students’ thoughts and ideas to create a more meaningful and sense-
8. Teacher with the support of the school and NGOs can organize seminars,
programmes and campaigns which provide opportunities for students to generate new
ideas and create models using their creativity and critical thinking skills. These models
can be showcased to public and the ideas can be presented in public seminars and school
bulletin. In this way, students become more competitive in producing and sharing new
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Reference:
Main Reference:
1. Schwartz, C., & Gwekwerewere, Y. (2007). Using a guided inquiry and modeling
Additional References:
2. Davis, Kenyon, Hug, Nelson, Beyer, Schwarz, & Reiser. (January, 2008). MoDeLS:
Association for Science Teacher Education, St. Louis, MO., from www-
personal.umich.edu/~betsyd/ASTE08MoDeLSDavis.pdf
3. Schwartz, C., & Gwekwerewere, Y. (2007). EIMA appendix. Retrieved from August
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