Here’s a little more aobut the 5E Instructional Model used by Science4Us and which is so popular with so many schools. The BSCS Instructional Model is associated most often with Taylor Bybee and his colleagues. There is a BSCS organization in Colorado Springs whose mission is: “To transform science teaching and learning through research and development that strengthens learning environments and inspires a global community of scientifically literate citizen”

The BSCS website ( quoted from http://www.bscs.org/bscs-5e-instructional-model ) provides an academic viewpoint on the BSCS 5E Instructional Model:

Findings related to the BSCS 5E Instructional Model:

  • The BSCS 5E Instructional Model is grounded in sound educational theory, has a growing base of research to support its effectiveness, and has had a significant impact on science education.
  • The most noticeable void in the literature is research exploring how the 5E approach helps students develop an understanding of the nature of science, and practical and teamwork skills.
  • These conclusions indicate the need to conduct further research comparing the effect of the 5E Instructional Model on mastery of subject matter, scientific reasoning, and interest and attitudes with other modes of instruction.
  • Continued work is expected to lead to refinement of the model based on research on learning.

What the BSCS 5E Instructional Model is/does:

  • The five phases of the BSCS 5E Instructional Model are designed to facilitate the process of conceptual change.
  • The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students.
  • Each phase of the model and a short phrase to indicate its purpose from a student perspective are:
    • Engagement – students’ prior knowledge accessed and interest engaged in the phenomenon
    • Exploration – students participate in an activity that facilitates conceptual change
    • Explanation – students generate an explanation of the phenomenon
    • Elaboration – students’ understanding of the phenomenon challenged and deepened through new experiences
    • Evaluation – students assess their understanding of the phenomenon

 

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