Teaching styles and instructional flows in chemistry course: A pattern for a 5-step, 5-cycle teaching model

Abstract

This study aimed to make a teaching model out of the instructional flows of the teachers teaching engineering chemistry course. Specifically, the study aimed to identify the teaching styles the teachers used in the actually delivery of the chemistry lessons. Thus, this is a descriptive study on the teaching style employed and learning styles catered to in the actual teaching of a general chemistry course. In the process, instructional flows were described leading to a new teaching model, the Five-Step, Five-Cycle Teaching model. This new teaching model is hoped to guide teachers who will be assigned to teach engineering chemistry course. Classroom observations were done to describe the instructional flows, teaching style and learning styles in the actual teaching of general chemistry. The general chemistry teachers employed the content-sensing, presentation-verbal, and perception-sequential teaching styles in all the meetings, participation-active TS was employed in most meetings while presentation-visual was employed the least. The teaching catered to sensing, verbal, sequential learning styles in all the meetings, to active LS in most meetings, and visual LS the least. The teachers used six (6) steps instructional flows with one to three cycles. This led to the theoretical formulation of the Five-Step, Five-Cycle Teaching model.

Keywords: Teaching model, teaching and learning, learning styles, teaching styles, pedagogy, methods of teaching.

This article is published under the terms of the Creative Commons Attribution License 4.0