Inquiry Science and the 5-E Model

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Inquiry Science and the 5-E Model

• Panhandle Area Educational Consortium
• 753 West Boulevard
• Chipley, FL 32428
• www.paec.org

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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)
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Students Engaging in Inquiry
Science as Inquiry
(Carin, Bass Contant, 2005)
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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)
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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)
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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)
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5-E Model

• FIVE PHASES OF 5-E MODEL
• Engagement
• Exploration
• Explanation
• Elaboration
• Evaluation

(Carin, Bass Contant, 2005)
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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)
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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)
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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)
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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)
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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)
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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.