Chapter 4. Teaching Science for Understanding:The 5-E Model of Instruction

SCED 570

Fall 2011

Goal of Science Education

Types of instruction Number of instructional approaches including:

Textbook-based approach Direct instruction Guided discovery Inquiry approach

Inquiry methods of teaching science are designed to meet 3 main goals of science instruction with students.

5 Essential Features of Inquiry (pp. 88-90)

1. Learners are engages in scientifically oriented questions.

2. Learners give priority to evidence as they plan and conduct investigations.

3. Learners connect evidence and scientific knowledge in generating explanations.

4. Learners apply their knowledge to new scientific problems.

5. Learners communicate with others about procedures, evidence, and explanation.

Learning Cycle Developed by Robert Karplus and the SCIS program. Constructivist approach Generally has three phases:

Phase I - Discovery (exploration, observation) Phase II – Concept Invention (generalization)

Phase III - Concept Application (application)

Has been expanded to five phases by BSCS: Engaging, Exploring, Explaining, Elaborating, Evaluating frequently called the 5-E model

Five Phases of the 5-E Model

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluate

Different phases of the model

parallel the five tasks of inquiry

identified by the NSES.

1. Engage Introduce the topic of study by creating interest

and generating curiosity in the learner. Raise questions and elicit responses from

students. Set the stage for learning. Identity the prior conceptions E.g. discrepant events

2. Explore

Students explore materials freely, leading to questioning, hypothesizing, forming tentative ideas.

Students look for patterns through their own involvement with provided materials.

New materials, ideas, and relationships are introduced with a minimum of teacher guidance.

2. Explore - continued

The goal is to allow students to apply previous knowledge & experiences, feed their interest and stimulate curiosity.

Also allows the teacher to pre-assess student knowledge.

Opportunity for students to test predictions and hypotheses and/or form new ones, try alternatives and discuss them with peers, record observations and ideas and suspend judgment.

3. Explanation Students are guided to understand concepts and

principles that help them answer questions and address preconceptions - encourage students to explain concepts in their own words.

Teachers ask for evidence and clarification. Teachers introduce the concepts and link to the

pattern which was seen in the exploration phase. Terms may be introduced and concepts clarified

with discussion, video, lecture, etc.

4. Elaboration Students think of ways to apply concepts learned

to new situations. http://www.miamisci.org/af/sln/frankenstein/safety.html

Students find examples and non-examples of the concept application.

The goal is to have students generalize the application of their knowledge – to try out their newly learned ideas by transferring what they have learned to new situations.

Spirals back to exploration phase as new questions and ideas are generated.

5. Evaluation Ongoing throughout learning experience. Teacher observes students' knowledge and/or

skills, application of new concepts and changes in thinking.

Teacher asks open-ended questions and look for answers that use observation, evidence, and previously accepted explanations.

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5. Evaluation

Learning Cycle & 5 E Model Can result in disequilibrium and provides

opportunities for students to confront preconceptions.

Provide students opportunities to argue and debate their ideas.

Illuminates alternative conceptions. Provides opportunity to construct more

appropriate conceptions.

Types of instruction Number of instructional approaches

including: Textbook-based approach Direct instruction Guided discovery Inquiry approach

=> Advantages and disadvantages?

Selecting Instructional Approaches

There is no one best way to teach all science concepts to all children all the time!

Need to use a variety of teaching techniques.“Just as inquiry has many different facets, so teachers need to use many different strategies to develop the understandings and abilities described in the Standards” (NRC, 1996, P. 2)

Teacher Helps with 5E http://www.nasa.gov/audience/

foreducators/nasaeclips/5eteachingmodels/index.html

http://www.nasa.gov/audience/foreducators/nasaeclips/toolbox/index.html