The 5-phase Constructivism Model proposed by Richard Needham involves 5 teaching phases to facilitate student-centered learning based on constructivism. The 5 phases are: (1) Orientation to attract student interest and prepare for learning; (2) Eliciting ideas to understand student prior knowledge; (3) Restructuring ideas where students explore, compare, and reflect on ideas; (4) Application of ideas to new situations; and (5) Reflection for students to assess their learning. The model aims to help students actively construct knowledge through exploration of their own ideas and exposure to alternative perspectives.

1. Needham 5-phase
Constructivism Model

2.  Richard Needham, (1987) introduce this
model in “Children’s Learning in Science
Project”
 In this model, students can explore the
ideas, compare with their own ideas and
reflect the learning process they have
experienced.

3. Teaching phases in 5-phase Constructivism Model
PHASE PURPOSE METHODS
1 Orientation Attracting attentions & interests. Demonstrations,
Orientasi Preparing learning condition video shows etc
-untuk memperkenalkan
topik/konsep/idea utama
2 Eliciting of To be aware of the student’s Experiment, small
ideas prior knowledge. group discussion,
Pencetusan -strategi-strategi untuk concept mapping
idea mencungkil pengetahuan sedia and presentation.
ada pelajar

4. 3 Restructuring of ideas To realize the existence of
Penstrukturan semula alternative ideas , ideas
idea needs to be improved, to
be developed or to be
replaced with scientific
• Explanation and Group
exchanging ideas discussion,
To determine the
• Exposure to conflict reports etc
alternative ideas and
ideas critically assess the
• Development of new present ideas.
ideas Discussion,
• Evaluation To test the validity of the reading, and
•Aktiviti-aktivi yang present ideas. teacher’s
direka input.
To improvise, develop or to
Experiment,
replace with new ideas.
project,
demonstration
To test the validity of the
new etc

5. 4 Application Application of ideas in new
of ideas situation Writing of
Aplikasi idea individual’s report
on the project
Situasi atau masalah sebenar work.
diberi yang membolehkan
pelajar menggunakan konsep
yang telah dipelajari. Rekacipta
5 Reflection Conscious ofkonsep/idea utama
berasaskan the changing ideas. Self evaluation,
Refleksi Students can reflect the changing notes, discussion
ideas that was experienced etc
themselves
Aktiviti untuk membimbing pelajar
menilai/menyedari apa yang telah
dipelajari dan bagaimana
pelajaran ini berlaku.

6. Differences Between Traditional and Constructivist
Classroom
TRADITIONAL CLASS CONSTRUCTIVIST CLASS
Teachers disseminate information Teachers have discussed with their
to students and students are students and help them construct
recipients of knowledge. their own knowledge.
Teacher’s role is directive, rooted Teacher’s role is interactive, rooted
in authority . in negotiation.
Knowledge is seen as inert. Knowledge is seen as dynamic ever
changing with our experiences.
Students work primarily alone. Students work primarily in groups.
Assessment is through testing Assessment includes student’s
correct answers. works, observations, and points of
view, as well as tests. Process is as
important as product.