Needham 5-phase

Introduction
• Richard Needham, (1987) introduced this model in “Children’s
Learning in Science Project”
• In this model, students can explore the ideas, compare with their own
ideas and reflect the learning process they have experienced
Phase
1. Orientation
2. Eliciting of ideas
3. Restructuring of ideas
• Explanation and exchanging
ideas
• Exposure to conflict ideas
• Development to new ideas
• Evaluation
Purpose
Attracting attentions & interests
Preparing learning conditions
To be aware of the student’s prior
knowledge
 To determine the alternative
ideas and critically assess the
present ideas.
 To test the validity of the
present ideas.
 To improvise, develop or to
replace with new ideas.
 To test the validity of the ideas.
Methods
Demonstrations, video shows etc
Experiment, small group discussion,
concept mapping and presentation.
 Group discussion, reports etc
 Discussion, reading, and
teacher’s input
 Experiment, project,
demonstration etc
Phase Purpose Methods

4. Application of ideas Application of ideas in new Writing of individual’s report on the

situation project work

5. Reflection Conscious of the changing ideas. Self evaluation. Notes, discussion

Students can reflect the changing etc
ideas that was experienced
themselves
Orientation

• To get attention and interest of students.

• Teachers can hold activities such as demonstrations, film screenings,
give newspaper clippings and ask questions to generate curiosity
among students.
Eliciting of ideas
• The teacher identifies the students' previous ideas through questions.
• Pupils will think a lot in this phase.
• Students will think to solve problems and make wise decisions to get
various possibilities.
Restructuring of ideas

• Students have the opportunity to modify the alternative framework

to scientific ideas.
• Descriptions along with appropriate activities will be used to help
form new concepts.
• Pupils have many opportunities to test their hypotheses through
group discussions.
Application of ideas
• This phase aims to identify newly constructed ideas in the idea
restructuring phase.
• Constructed concepts are linked and developed in other fields in the
real world.
• Students' understanding of a concept is enhanced when they are
directly involved in the construction of new knowledge.
• After understanding the concept, students will be able to remember
the concept for a long time.
Reflection
• This phase aims to assess students' understanding and assess
whether previous ideas have changed or not.
• This helps students to assess their understanding.
• Teachers assess students' understanding through changes in student
ideas.