Instructional design paradigm in science It is the visualization of a mental plan of steps, plans, implementation and evaluation to develop the educational process in science and life.

Objectives of the instructional design model: Improving educational practices by using educational theories while carrying out the learning process by doing. Invest active learning strategies in a good way. Linking theoretical principles with applied practice in the classroom. The learner's dependence on his own effort during the learning process, as he builds his own knowledge. Develop students' thinking skills by sequencing the steps in a logical manner using a special design model.

Steps to designing an instructional design model: The researchers adopted the principles of constructivist theory, which states: The learner's prior knowledge is the focal point of the learning process. The learner constructs meaning of what he has learned on his own. Learning does not occur unless there is a change in the individual's cognitive structure. Learning best happens when an individual is confronted with a real, realistic problem, task, or situation. The learner does not build his knowledge in isolation from others, but builds it through social negotiation with them (meaningful discussion - brainstorming - cooperative learning). The researchers also relied on the principles of cognitive theory, which states:

It focuses on cognitive mental processes (remembering - perceiving). The learner is an active being that continuously processes, stores and retrieves information. The internal cognitive structure helps organize experiences and takes the learner beyond knowledge. Giving learners the freedom to think to solve problems.

The main components of the stages of the model: The first stage: the discovery stage. The second stage: the stage of introducing a definition of the concept. The third stage: the interpretation stage. The fourth stage: the implementation stage. The fifth stage: the evaluation stage.