The Biological
Science Curriculum Study (BSCS) 5E model is based on the constructivist view
towards learning. According to Burke in his 2014 study; "the objective of
constructivist model is to provide students with experiences that make them
reconsider their conceptions" (Burke, 2014, p. 14). In this way students
can identify any misconceptions they may hold as new knowledge is being formed.
The five Es’ of the 5E model are engagement exploration explanation elaborate,
and evaluate. This is a very powerful tool which can be used in science
education, according to Tural, Akdeniz
and Alev:
Researchers
on science education show that students have intuitive thoughts and beliefs
about natural facts. Students interpret all of their knowledge according to
their existing beliefs and ideas. Reconstructing knowledge in this way has an
important role in science learning (Tural, Akdeniz, & Alev, 2010, p. 471).
Very closely connected to the
idea of conceptual change theory as students go through each of these phases
they are given an opportunity to pause and reflect on their previous
understanding of the world and how it connects to the new concepts there
learning.
Although the
specific model which this reading focuses on his biological science, this model
is relevant throughout science as well as most other disciplines ranging from
engineering to English language arts. As educators use this model it can be
advantageous to include formative assessments to help students reflect as they
go through the different phases. Creghan and Creghan convey, "the 5E in
structure model is relevant to all ages, as is the process of using formative
assessments at each phase of the model" (Creghan, & Creghan, 2013, p.
29). This means students will be able to identify previously acquired
misconceptions and move towards correcting these as they cycled through the
phases. As students move to the cycle it is often advantageous for the
instructor to incorporate analogies comparing familiar concepts or ideas with
those which may be less familiar. Orgill and Thomas state that, "effective
analogies motivate students, clarifying students' thinking, help students
overcome misconceptions, and give students ways to visualize abstract
concepts" (Orgill, & Thomas, 2007, p. 40). One of the benefits that
can be found in using the 5E model is that it goes through of the phases as
steps where they can be assessed either by the teacher using formative
assessments or by the students’ self-reflection.
While examining the article it was clear to see the rich collection of tables which provide a great deal of insight. Many of these provide a valuable resource which can be used in evaluating how well the 5E model is implemented. These can be used in judging the quality of a topic lesson plan to be implemented or in retrospect on one that has been completed.
One aspect can be noted by review of this article is the fact that,at the time of publication, little or no information has been provided in respect to the use of this model and enhancing students understanding of the Nature of Science. This shows that there is a strong need studies on how effective the 5E model can be used to develop students greater understanding of NOS. Developing students understanding of the Nature of Science is an important goal in science education (Rudolph, 2000).
While examining the article it was clear to see the rich collection of tables which provide a great deal of insight. Many of these provide a valuable resource which can be used in evaluating how well the 5E model is implemented. These can be used in judging the quality of a topic lesson plan to be implemented or in retrospect on one that has been completed.
One aspect can be noted by review of this article is the fact that,at the time of publication, little or no information has been provided in respect to the use of this model and enhancing students understanding of the Nature of Science. This shows that there is a strong need studies on how effective the 5E model can be used to develop students greater understanding of NOS. Developing students understanding of the Nature of Science is an important goal in science education (Rudolph, 2000).
As was mentioned
it can be argued that this model or similar models can be used in disciplines
other than science. In a previous blog there was a comment about project lead
the way; PLTW starting with kindergarten uses a very similar model. They have
replaced the term engagement with “Ask”, exploration is replaced with “Explore”,
explanation is replaced with “Model”, elaboration is replaced with “Evaluation”
and evaluate is replaced with “Explain” using a similar cyclical model.
I have
included a short video which depicts the processes and use with students.
References
Burke,
B. N. (2014). The ITEEA 6E learning ByDesign™ model: Maximizing informed design
and inquiry in the integrative STEM classroom. Technology And Engineering
Teacher, 73(6), 14-19.
Creghan,
K. A., & Creghan, C. (2013). Assessing for achievement. Science And
Children, 51(3), 29-35.
Orgill,
M. K., & Thomas, M. (2007). Analogies and the 5E model. Science Teacher,
74(1), 40-45.
Rudolph,
J. L. (2000). Reconsidering the ‘nature of science’ as a curriculum component. Journal
of Curriculum Studies, 32(3), 403-419.
Tural, G., Akdeniz, A. R., & Alev, N. (2010). Effect of 5E Teaching Model
on Student Teachers' Understanding of Weightlessness. Journal Of Science
Education And Technology, 19(5), 470-488. doi: 10.1007/s10956-010-9214-y
