Abstract:

Life sciences education including other STEM disciplines are undergoing a transformation, with educators increasingly embracing innovative pedagogical approaches to enhance student engagement and learning outcomes. 5 E model, alongside the integration of Dialogical Argumentation Instruction Model (DAIM) are used in this study to showcase how learners can be used to engage learners to participate and take charge of their learning process in Life Sciences to learn complicated topics such as DNA and Genetics. This study examines the intersection of self-directed learning (SDL) and inquiry-based approaches in life sciences education, exploring their theoretical foundations, practical applications, and the synergistic potential they offer in empowering learners. Drawing on recent research and citing sources not earlier than 2019, this study provides insights into how educators can enact SDL and inquiry-based approaches to create dynamic learning environments that foster curiosity, critical thinking, and independent inquiry among students in the school life sciences.

Keywords:

Life Science Education, 5 E Model, Dialogical Argumentation Instructional Model (DAIM, Self-directed Learning, Inquiry based approaches.