Five-step instructional sequence: motivation, comprehension, hypothesis, pondering, evaluation¶
Design · All designs
Evidence · no claims cited
Description¶
The developed model's implementation component has five aspects: "motivation, creation of understanding in various incidents or situations, associating the basic experience with previous understanding, considering and accepting the consensus through reference and negotiation, and the evaluation and assessment of performance practice". In Phase 2 the researcher elaborated these as five learning-management steps: motivation, comprehension, hypothesis, pondering, and evaluation, each with described activities such as stimulating curiosity through problem situations and making decisions to accept or reject a hypothesis.
Design Implications¶
Context¶
Requirements¶
- Steps are synthesized from Constructivist Theory and the reasoning strategies model of Joyce, Weil and Calhoun (2004)
Constraints¶
- Applied within science curriculum instruction for secondary students in this study
Target Learners¶
- secondary school science students
Learning Goals¶
- critical thinking
- reasoning from evidence
- decision making
Claims¶
Related Designs¶
Examples¶
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Key Sources¶
- Dudduan Chaipichit, Nirat Jantharajit and Sumalee Chookhampaeng. (2015). Development of learning management model based on constructivist theory and reasoning strategies for enhancing the critical thinking of secondary students. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2193
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
five-step-critical-thinking-instructional-sequence |
title |
Five-step instructional sequence: motivation, comprehension, hypothesis, pondering, evaluation |
description |
The developed model's implementation component has five aspects: "motivation, creation of understanding in various incidents or situations, associating the basic experience with previous understanding, considering and... |
status |
review |
generated |
by process:settle-candidates on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dudduan-chaipichit-2015 |
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