Chapter 4 learning cycle
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Chapter 4 learning cycle






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    Chapter 4 learning cycle Chapter 4 learning cycle Presentation Transcript

    • Chapter 4. Teaching Science for Understanding: The 5-E Model of Instruction SCED 570 Fall 2011
    • Goal of Science Education
    • Types of instruction
      • Number of instructional approaches including:
        • Textbook-based approach
        • Direct instruction
        • Guided discovery
        • Inquiry approach
      • Inquiry methods of teaching science are designed to meet 3 main goals of science instruction with students.
    • 5 Essential Features of Inquiry (pp. 88-90)
      • Learners are engages in scientifically oriented questions.
      • Learners give priority to evidence as they plan and conduct investigations.
      • Learners connect evidence and scientific knowledge in generating explanations.
      • Learners apply their knowledge to new scientific problems.
      • Learners communicate with others about procedures, evidence, and explanation.
    • Learning Cycle
      • Developed by Robert Karplus and the SCIS program.
      • Constructivist approach
      • Generally has three phases:
        • Phase I - Discovery (exploration, observation)
        • Phase II – Concept Invention (generalization)
        • Phase III - Concept Application (application)
      • Has been expanded to five phases by BSCS:
        • Engaging, Exploring, Explaining, Elaborating, Evaluating
        • frequently called the 5-E model
    • Five Phases of the 5-E Model
      • Engage
      • Explore
      • Explain
      • Elaborate
      • Evaluate
      Different phases of the model parallel the five tasks of inquiry identified by the NSES.
    • 1. Engage
      • Introduce the topic of study by creating interest and generating curiosity in the learner.
      • Raise questions and elicit responses from students.
      • Set the stage for learning.
      • Identity the prior conceptions
      • E.g. discrepant events
    • 2. Explore
      • Students explore materials freely, leading to questioning, hypothesizing, forming tentative ideas.
      • Students look for patterns through their own involvement with provided materials.
      • New materials, ideas, and relationships are introduced with a minimum of teacher guidance.
    • 2. Explore - continued
      • The goal is to allow students to apply previous knowledge & experiences, feed their interest and stimulate curiosity.
      • Also allows the teacher to pre-assess student knowledge.
      • Opportunity for students to test predictions and hypotheses and/or form new ones, try alternatives and discuss them with peers, record observations and ideas and suspend judgment .
    • 3. Explanation
      • Students are guided to understand concepts and principles that help them answer questions and address preconceptions - encourage students to explain concepts in their own words.
      • Teachers ask for evidence and clarification.
      • Teachers introduce the concepts and link to the pattern which was seen in the exploration phase.
      • Terms may be introduced and concepts clarified with discussion, video, lecture, etc.
    • 4. Elaboration
      • Students think of ways to apply concepts learned to new situations.
      • Students find examples and non-examples of the concept application.
      • The goal is to have students generalize the application of their knowledge – to try out their newly learned ideas by transferring what they have learned to new situations.
      • Spirals back to exploration phase as new questions and ideas are generated.
    • 5. Evaluation
      • Ongoing throughout learning experience.
      • Teacher observes students' knowledge and/or skills, application of new concepts and changes in thinking.
      • Teacher asks open-ended questions and look for answers that use observation, evidence, and previously accepted explanations.
    • 5. Evaluation On On On On Off Off Off Off Off
    • Learning Cycle & 5 E Model
      • Can result in disequilibrium and provides opportunities for students to confront preconceptions.
      • Provide students opportunities to argue and debate their ideas.
      • Illuminates alternative conceptions.
      • Provides opportunity to construct more appropriate conceptions.
    • Types of instruction
      • Number of instructional approaches including:
        • Textbook-based approach
        • Direct instruction
        • Guided discovery
        • Inquiry approach
        • => Advantages and disadvantages?
    • Selecting Instructional Approaches
      • There is no one best way to teach all science concepts to all children all the time!
      • Need to use a variety of teaching techniques.
      • “ Just as inquiry has many different facets, so teachers need to use many different strategies to develop the understandings and abilities described in the Standards ” (NRC, 1996, P. 2)
    • Teacher Helps with 5E