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Inquiry Science and the 5-E Model. Panhandle Area Educational Consortium 753 West Boulevard Chipley, FL 32428 www.paec.org. Inquiry Science. Science instruction that involves students in active learning. Emphasis is placed on: Questioning Data Analysis Critical Thinking.

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inquiry science and the 5 e model

Inquiry Science and the 5-E Model

Panhandle Area Educational Consortium

753 West Boulevard

Chipley, FL 32428

www.paec.org

inquiry science
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)

students engaging in inquiry

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)

when doing science as inquiry
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)

when doing science as inquiry1
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)

5 e model
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)

5 e model1
5-E Model

FIVE PHASES OF 5-E MODEL

Engagement

Exploration

Explanation

Elaboration

Evaluation

(Carin, Bass & Contant, 2005)

5 e model2
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)

5 e model3
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)

5 e model4
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)

5 e model5
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)

5 e model6
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)

references
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.