Inquiry Science and the 5-E Model

1. Inquiry Science and the 5-E Model Panhandle Area Educational Consortium 753 West Boulevard Chipley, FL 32428 www.paec.org

2. Inquiry Science Science instruction that involves students in active learning. Emphasis is placed on: Questioning Data Analysis Critical Thinking “Inquiry is the set of behaviors involved in the struggle of human beings for reasonable explanations of phenomena about which they are curious.” (NWREL, 1997)

3. Ask questions about objects, organisms, and events in the environment Communicate investigation Procedures, data, and explanations to others Plan and conduct simple investigations Use appropriate tools and techniques to gather and interpret data Use evidence and Scientific knowledge to develop explanations Students Engaging in Inquiry Science as Inquiry (Carin, Bass & Contant, 2005)

4. When Doing Science as Inquiry Students at every grade level are • Asking and engaging in scientific questions • Giving priority to evidence as they plan and conduct investigations using appropriate tools and techniques • Thinking critically and logically about the relationships between evidence and explanations • Constructing and analyzing alternative explanations • Communicating scientific arguments (Carin, Bass & Contant, 2005)

5. When Doing Science as Inquiry Teachers are • Determining how to focus, challenge and promote student learning • Making decisions about • How to initiate inquiry • How to encourage discourse • When activities should be small group or whole group • How to confront misconceptions • How much guidance should be offered in the process (Carin, Bass & Contant, 2005)

6. 5-E Model • First developed by Biological Sciences Curriculum Study • Is a model of science instruction relevant to teaching science as inquiry • Clear objectives, specific concepts and explanations for student learning are identified by the teacher • Advance preparation by the teacher to provide expository instruction regarding specific concepts (Carin, Bass & Contant, 2005)

7. 5-E Model FIVE PHASES OF 5-E MODEL Engagement Exploration Explanation Elaboration Evaluation (Carin, Bass & Contant, 2005)

8. 5-E Model Engagement • Activities that initiate learning and stimulate curiosity • Students connect to relevant past learning • May include asking questions, posing a problem or acting out a solution (Carin, Bass & Contant, 2005)

9. 5-E Model Exploration • Students have a concrete physical experience • Important for kinesthetic learners • Students observe properties, establish relationships, note patterns and ask questions • Teacher guides, coaches and facilitates (Carin, Bass & Contant, 2005)

10. 5-E Model Explanation • Students describe what they see and offer explanations of why • Teacher helps students make sense of observations and questions that arise • Teacher introduces scientific explanation for the event through direct and formal instruction • Students and teacher identify common terms for experiences and explanations (Carin, Bass & Contant, 2005)

11. 5-E Model Elaboration • Teacher facilitates students in developing understandings of concepts and ideas that are broader and more in depth • Students engage in cooperative group work on new activities that relate to the original learning task • Students present and defend their understandings in cooperative and whole class groups (Carin, Bass & Contant, 2005)

12. 5-E Model Evaluation • Assessment of what has been learned • May be teacher, group or self-assessment • Assessment tools may be • Rubrics • Checklists • Portfolios • Formal assessments that are formative or summative (Carin, Bass & Contant, 2005)

13. References Carin, A., Bass, J., & Contant, T. (2005). Methods for teaching science as inquiry. Upper Saddle River, NJ: Pearson. Jarrett, D. (1997). Inquiry strategies for science and mathematics learning. Portland, Oregon: Northwest Regional Educational Laboratory.