Practical Research On The 5e Instructional Model To Cultivate Students’ Scientific Inquiry Ability In Senior High School

It is clearly proposed in Biology Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision)that scientific inquiry ability should be included in the evaluation of students.At present,how to effectively cultivate students’ scientific inquiry ability is an urgent problem to be solved in high school biology class.As an inquisitive instructional model,the 5E Instructional Model includes Engagement,Exploration,Explanation,Elaboration,and Evaluation.This model emphasizes students’ active participation and meets the requirements of curriculum standards.The 5E Instructional Model is applied in high school biology class to carry out teaching,further expand the application ways of the 5E Instructional Model,improve students’ lack of active inquiry learning opportunities under the conventional teaching model,improve students’ scientific inquiry ability,and provide new ideas for the cultivation of students’ scientific inquiry ability.Based on reading literature,this paper defines the concepts related to the 5E Instructional Model and scientific inquiry ability,understands their research status,analyzes the connection between the 5E Instructional Model and scientific inquiry ability,and provides a theoretical basis for this study.Questionnaires were distributed to students in the high school to understand the status quo and existing problems of students’ scientific inquiry ability.It was found that students’ scientific inquiry ability was at a general level,and their scientific inquiry ability needed to be improved.The status quo of students’ scientific inquiry ability cultivation was understood through interviews with teachers,and their opinions and suggestions on applying 5E Instructional Model in high school biology classes were collected.Combined with the results of student questionnaire and teacher interview,the main problems existing in the cultivation of students’ scientific inquiry ability are summarized.The content of “Biology Compulsory 1” was sorted out,and the teaching content suitable for the 5E Instructional Model was screened.Combined with the results of current investigation,specific teaching strategies are proposed for each link of the instructional model,and the teaching practice is carried out.According to the results of the current investigation on the scores of scientific inquiry ability tests in student questionnaires and students’ monthly examination papers,two classes with no significant difference in scientific inquiry ability are selected for teaching practice.The experimental class adopts the 5E Instructional Model and the control class adopts the conventional teaching model.After teaching practice,the students’ scientific inquiry ability is evaluated through the questionnaire,the scientific inquiry ability questions in the test paper,and the Structural Worksheet.The results are as follows: the average score of scientific inquiry ability in the final examination of the experimental class(15.66)is higher than that of the control class(14.54),and the p value of the experimental class and the control class is less than 0.05,showing a significant difference.The questionnaire results show that the mean scientific inquiry ability of students in the experimental class(18.69)is higher than that in the control class(16.59),and the p value of scientific inquiry ability between the experimental class and the control class is less than 0.01,showing a very significant difference.The mean value of the six dimensions of scientific inquiry ability of students in the experimental class is higher than that of the control class,and the p value of the four dimensions of problem finding ability,design scheme ability,implementation scheme ability and cooperation and communication ability of the experimental class and the control class is less than0.05,showing significant differences.The evaluation results of the Structural Worksheet are basically consistent with the results of the questionnaire.Conclusion: The application of the 5E Instructional Model in high school biology class can significantly improve students’ scientific inquiry ability.Although the 5E Instructional Model is highly consistent with scientific inquiry,the cultivation relationship between the five links of the 5E Instructional Model and the six dimensions of scientific inquiry ability is not a one-to-one correspondence.In the teaching process,the 5E Instructional Model is flexibly used and teaching activities are reasonably arranged to promote the improvement of students’ scientific inquiry ability.