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MTP-M/S instructional design model: structured inquiry balanced with teacher-guided teaching, anchored in situated cognition and a modified 5E cycle

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Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The article articulates a design model for early mathematics and science activities that draws on "instructional theories related to structured inquiry, situated cognition anchored in authentic investigation, and cognitive development." Structured inquiry is placed mid-way on a continuum from teacher-directed to student-driven: "teachers ensure exposure to key constructs by posing questions, suggesting procedures, and guiding students learning" while children investigate with materials and observe phenomena. Activities begin with authentic everyday problems (e.g., fairly sharing cookies) and conclude with students analyzing, discussing, extending and applying what they learned, described as "a modification of the 5E Model".

Design Implications

Context

Requirements

  • Activities must balance meaningful student-centered interactions with teacher-guided intentional teaching that ensures exposure to key skills and concepts, as the article recommends citing Justice and Pullen (2003).

Constraints

  • The model was designed for pre-kindergarten mathematics and science activities of 15-20 minutes in whole- or small-group format.

Target Learners

  • pre-kindergarten children (average age 4.76 years) in state-funded full-day classrooms

Learning Goals

  • early mathematics (number sense, operations, geometry, measurement)
  • early science (life, earth, and physical science concepts and inquiry skills)

Claims

Examples

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Key Sources

  • Kinzie, M. B., Vick Whittaker, J., Williford, A. P., DeCoster, J., McGuire, P., Lee, Y., & Kilday, C. R. (2014). MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning. Early Childhood Research Quarterly, 29, 586-599. http://dx.doi.org/10.1016/j.ecresq.2014.06.007
Page metadata
Field Value
type design
id mtp-ms-structured-inquiry-situated-cognition-model
title MTP-M/S instructional design model: structured inquiry balanced with teacher-guided teaching, anchored in situated cognition and a modified 5E cycle
description The article articulates a design model for early mathematics and science activities that draws on "instructional theories related to structured inquiry, situated cognition anchored in authentic investigation, and cogn...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — kinzie-2014

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