Formative assessment and the 5E model: a proposal for teaching experimental natural sciences and technology in the National Baccalaureate System
DOI:
https://doi.org/10.62452/dvbyx497Keywords:
Formative assessment, 5E model, meaningful learningAbstract
This essay explores the integration of formative assessment and the 5E instructional model within the framework of the New Mexican School (NEM) and the Common Curricular Framework for Upper Secondary Education (MCCEMS), focusing on the disciplinary field of Natural Sciences, Technology, and Experimentation (CNTyE). From a constructivist perspective, formative assessment is positioned as a key tool for educational transformation, emphasizing learning processes, self-regulation, and continuous improvement. The 5E model (engage, explore, explain, elaborate, and evaluate), fosters active, contextualized, and meaningful learning, enhancing scientific ompetencias and critical thinking. The articulation of these strategies enables a departure from traditional transmissive teaching toward a more situated and in-depth learning process. However, structural and pedagogical challenges are noted, such as teacher resistance to change, limited professional development, and institutional constraints. The essay concludes that the effective implementation of the 5E model, combined with formative assessment, requires a redefinition of the teacher’s role, sustained professional training, and institutional commitment, in order to promote an ethical, inclusive, and learner-centered evaluative culture.
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