Abstract:
It seems that every 3 to 5 years a new idea surfaces in the educational community
about teaching and learning process. The new ideas are researched, discussed, and argued in
institutions of higher learning; however, when it eventually filters down to the teachers in
elementary and high school, there is little time invested in explaining and understanding the
new theory - they are told, "Just do it!" The latest educational buzzword in India is
constructivism advocated and propagated by National Curriculum Framework for School
Education: 2005 (NCFSE 2005) evolved and endorsed by National Council of Educational
Research and Training (NCERT). In this context, Regional Institute of Education (RIE),
Bhopal being a constituent unit of NCERT, adopted constructivism as an approach to
teaching and learning during the of internship in teaching (2013-14) for pre-service trainee
teacher education programs i.e. two year B. Ed and B. Sc. B. Ed. and B.A. B. Ed. semester
courses.
Furthermore, RIE Bhopal has trained the said pre-service trainee teachers in 5E Model
that enables teachers in creating learning situations that falls under constructivist paradigm!
approach. It is in this context the proposed study attempts to inquire into pre-service teachers
attitude towards 5E model as they have completed the internship in teaching and learning in
various schools of Madhya Pradesh (MP), Maharashtra (MH) and Gujarat (GJ).
Training to pre-service trainee teachers is given through this teaching and learning
approach, and design instruction accordingly. The basic definition of constructivism:
individuals building their own understanding, to a more thorough explanation of the theory
and its various aspects. Examples are provided via the 5E learning Model. The 5E model for
designing science lessons is just one method of instruction that supports constructivist
teachingllearning.
