Developing instructional activities based on constructivist 7E model: Chemistry teachers’ perspective

This study aimed to reveal chemistry teachers’ views on the requirements and difficulties of developing instructional activities based on the 7E Model, as well as their suggestions to overcome them and its appropriateness for chemistry teaching. Through use of a training model with coaching, a seminar was conducted on the revised chemistry program, constructivist learning and its applications. For six months, 30 teachers prepared 78 instructional activities with coaching by the researchers. Survey findings showed they had difficulties, especially in transferring knowledge and making relations, writing scripts for drawing attention, engaging students in learning and exploring the material, and accessing related resources in Turkish. Although they indicated that it was difficult and time-consuming for them to develop activities based on the 7E Model, they implied that it provides positive contributions to meaningful learning and learning by inquiry, which are essential in science education.

This study aimed to reveal chemistry teachers’ views on the requirements and difficulties of developing instructional activities based on the 7E Model, as well as their suggestions to overcome them and its appropriateness for chemistry teaching. Through use of a training model with coaching, a seminar was conducted on the revised chemistry program, constructivist learning and its applications. For six months, 30 teachers prepared 78 instructional activities with coaching by the researchers. Survey findings showed they had difficulties, especially in transferring knowledge and making relations, writing scripts for drawing attention, engaging students in learning and exploring the material, and accessing related resources in Turkish. Although they indicated that it was difficult and time-consuming for them to develop activities based on the 7E Model, they implied that it provides positive contributions to meaningful learning and learning by inquiry, which are essential in science education.