This resource is a journal article from The Science Teacher which is published by the National Science Teachers Association. The article proposes expanding BSCS 5E Model of Instruction to include two additional cycles to elicit prior knowledge and extend transfer of learning. The author, Dr Arthur Eisenkraft, is a professor of science at the University of Massachusetts. The resource includes a lesson description using the expanded model
This article describes the application of a mobile learning environment into the student-based 5E Instructional Model. The importance of a student-based instructional model is discussed in order to ground an application of the teaching model into the arena of mobile learning. The article was published in The Journal for Computing Teachers, a publication of the Special Interest Group for Computing Teachers that is affiliated with the International Society for Technology in Education.
This lesson was retrieved from the Department of Computer Science at Duke University and was posted during a workshop for integrating the programming language Alice into middle schools and high schools in the state of North Carolina. The aim of this lesson is to determine students' learning impact and attitudes toward independent learning and self-paced discovery in science through reading “Invitation to the Game” by Monica Hughes and the use of a computer programming system called Alice. A set of other multimedia tools were employed to create the student-centered learning environment using Gardner's Multiple Intelligences. The lesson is designed using the 5E Model of Instruction
This review was retrieved from the Website of the Biological Sciences Curriculum Study which developed the 5E Model of Instruction in the 1980s. The publication of the review was led by Rodger W. Bybee, credited with leading the development of the model. This review centers on the BSCS 5E Instructional Model. The BSCS 5E Instructional Model rests on a foundation of contemporary research on student learning, particularly in science. Several reports from the National Research Council (NRC) form that foundation. The first NRC report, How People Learn (NRC, 1999) synthesized research results on learning and presented various perspectives for applying those findings to practice.
This is a lesson plan for science/mathematics methods for elementary/middle school educators developed by Dr. Scott M. Graves of Southern Connecticut State University. This lesson plan was retrieved from the university Web site and was developed in 2004. The lesson begin with a brief overview of the Learning Cycle (elicitation - development - application) and 5E's (engage, explore, explain, elaborate, evaluate) as teaching strategies and explains the project through the phases of the model.
This article is published in The Science Teacher, the journal associated with the National Science Teachers Association. The article describes the phases in the 5E model and provides suggestions for using analogies in each phase. Analogies from biology and chemistry classes are used to illustrate the author’s points. It notes that teachers can use the analogies their students create in the ‘Elaborate’ phase to determine students’ current understandings of the concepts. A sample rubric for evaluating student-generated analogies is included. The full article can be access by TAMU libraries.
This resource was developed by Dr. Dave T. Crowther, professor of science education at the University of Nevada-Reno. The resource discussed developing lessons with the 5E Model of Instruction. It includes information about using the model with ESL and LEP students.
This resource is a PowerPoint presentation developed by Laura Saef, Ed.D. of Broward County Public Schools. The presentation was posted at the Florida State University Learning Systems Institute. It is an explanation of how to use the model with students through the examination of third grade science standards. Saef shows teachers how the model might look by modeling the role of teachers and students in an example lesson scenario.
This site is an adaptation of the 5E model developed by BSCS used to introduce students to the pH factor through what they call the Seven E’s. There are interactive buttons for exploration of the cycle components and the rationale behind each one. This resource was posted on the Web site of the Miami Science Museum. There is no developer or author listed. This is not a scholarly resource but an interesting use of the 5E model components to teach a specific objective.
This resource is a summary of action research conducted through The Copernicus Project - a program centered in early identification of future science teachers, systematic recruitment from a diverse pool of candidates, high quality and focused teacher preparation beginning at the community college level, and sustained, mentored support of new and veteran teachers through ongoing professional development. The project is funded by the U.S. Department of Education Office of Post-Secondary Education. This study was conducted in a kindergarten classroom with 30 students. This action research project compared the knowledge of 30 kindergarteners as to whether or not they considered themselves to be scientists, before and after the implementation of the 5E instructional model.
It seems that every 3 to 5 years a new idea surfaces in the educational community. The topic has been researched, discussed, and argued in institutions of higher learning; however, when it eventually filters down to the teachers in elementary and high school, there is little time invested in explaining and understanding the new theory - they are told, "Just do it!" The latest educational buzzword is constructivism. Teachers are being asked to support this philosophy of teaching and learning, and design instruction accordingly. What does this mean?\nThis WebQuest will help you go beyond the basic definition of constructivism: individuals building their own understanding, to a more thorough explanation of the theory and its various aspects. Examples are provided via the 5 E learning cycle. The 5 E model for designing science lessons is just one method of instruction that supports constructivist teaching/learning. After investigating these resources, you can make your own decision as to the value of the constructivist theory.\n