The document discusses two models for effective science learning: the 3-element learning cycle from 1962 and the 5E learning model from 1987. The 3-element cycle includes exploration, concept introduction, and concept application. The 5E model promotes active learning through 5 phases - engage, explore, explain, elaborate, and evaluate. It is most effective for new concepts over 2-3 weeks, allowing a complete learning cycle for each phase.

2. 1962
J. Myron Atkin Robert Karplus
3 Key Elements of Effective Learning Cycle
concept
introduction
concept
application
exploration

3. EXPLORATION
Allowed the learners to get
interested in the subject, ask questions,
and identify points of dissatisfaction with
their current understanding.

4. CONCEPT INTRODUCTION
The presentation of a new concept
or new ideas/terms to your learners.

5. CONCEPT APPLICATION
Provide the learners with
opportunities to apply their ideas and
learning and apply them in new pieces of
context.

6. 5E
Model
Biological Sciences
Curriculum Study
1987
Promotes collaborative, active learning
through asking questions, analyzing,
interpreting, evaluation and drawing of
conclusions.

7. 5E Model
It is more effective when:
• The learners are encountering new concepts for the
first time because there is an opportunity for a
complete learning cycle.
• It is used in a unit for 2 to 3 weeks in each phase as
the basis for one or more distinct lesson.

8. 5E
Model
Engage
Explore
Explain
Elaborate
Evaluate

9. STAGE WHAT THE TEACHER
DOES
SAMPLE STRATEGIES/
ACTIVITIES
Engage • Determine the learners’
prior knowledge and
knowledge gaps
• Foster an interest in the
upcoming concepts
• Prepare the learners to
learn new concepts
• Introduce topic for the
first time
• Asking questions
• The learners write down
what they already know
about the topic
• KWL Chart (Know, Wants
to Learn, Ultimately learned)
• Maps of conceptual change

10. STAGE WHAT THE TEACHER
DOES
SAMPLE STRATEGIES/
ACTIVITIES
Explore • Allow the learners to
actively explore the new
concept through
concreate learning
experience
• Guide the learners in
going through the
scientific method
• Let the learners make
observation and share
findings to their peers
• Laboratory experiments
• Scientific method drills
• Hands – on activities
• Performance tasks
• Field work

11. STAGE WHAT THE TEACHER
DOES
SAMPLE STRATEGIES/
ACTIVITIES
Explain • Facilitate discussion and
synthesis of new knowledge
• Have learners ask questions
for clarification
• Have the learners share their
insights and feelings about
the activity in the explore
stage
• Discuss scientific terms and
concepts
• Utilize videos, multimedia
software, games or other
tools to boost understanding
of concepts and science
processes
• Interactive discussion
• Viewing clips, documentaries
• Reading online discussions and
materials like khan academy,
online encyclopedias
• Taking computer – assisted
interactive games

12. STAGE WHAT THE TEACHER
DOES
SAMPLE STRATEGIES/
ACTIVITIES
Elaborate • Give the learners space
and opportunity to apply
what they have learned
• Ask the learners to
create presentations or
conduct additional
investigations to
reinforce skills
• Allow the learners to
establish knowledge
before evaluation
• Creating digital or print
infographics to illustrate
learning
• Creating slide presentations
• Jigsaw discussions
• Fishbowl discussions

13. STAGE WHAT THE TEACHER
DOES
SAMPLE STRATEGIES/
ACTIVITIES
Evaluate • Conduct formal and informal
assessments to check the
learners content and
performance mastery
• Observe the learners to see
whether they have a
complete grasp of core
concepts
• Note how the learners
approach problems
• Recognize that there are
multiple ways to approach
and solve a problem
• Self – assessments
• Peer assessments
• Paper and pen tests
• Objective tests
• Performance tasks
• Game – based exams

14. TEACHING
DEMONSTRATION IN
THE APPLICATION OF
THE 5E MODEL OF
INSTRUCTIONAL
PLANNING