This week’s reading is “The BSCS 5E Instructional Model: Origins and Effectiveness”. As the title states, this report presents a history background. This background includes different science instructional models developed in the past, and that have been the precursors for models like 5E Instructional models.
The report also includes comparisons between different instructional models and their principal characteristics. Some of the models presented in this report are Dewey’s instructional model, Heiss, Obourn, and Hoffman’s learning cycle model, and SCIS model. All these models were the evolving to allow actual instructional models to be applied in science classrooms.
The basic components of the 5E Instructional models are 5E. Engagement, Exploration, Explanation, Elaboration, and Evaluation. These phases can be applied in different educational levels and be follow in the curriculum lessons. Basically, with all these phases students can have a significant impact in their science classes learning.
The report of this specific instructional model includes several tables that help the reader to identify the specific characteristics of the model, for example: What students does, and what teacher does, specifically in each one of the five phases. This table includes a comparison with the actions consistent with the model, and actions inconsistent with the model.
Finally, the report present empirical evidence of the implementation of the 5E instructional model in fifth and sixth grades science classes. The evidence reports evidence that increases knowledge but only in some areas, while in others the evidence is not adequate to make judgments.
According to with the evidence presented in the report, I think it is necessary to further evaluation of the Instructional models in different school grades and science related subjects. For example, it can be useful have some similar evaluations in science classes to make a comparative study of the outcomes that students have after the implementation of the 5E instructional model in science classes.
For example, Lin, Cheng, Chang, Li, Chang, & Lin (2014) present empirical quantitative and qualitative data about the implementation of the 5E instructional model in a middle school classroom. The implementation consisted on the implementation of the 5E along together with Science Magic activities for each one of the phases in the model. Like this study, I would like to implement hands-on activities and implement the 5E model to measure students’ outcomes.
I have a question about the 5E model. How would be using 5E model using at the same time with STAAR or Common Core State Standards? For the proposal, I would like to have a central question, How effective is the 5E model to promote science concepts and procedures knowledge to middle school students?
In general, the 5E model represents a step by step model that allow students to develop understanding and knowledge of science, but it really needs that both teacher and students follow the model in science classes to be successful in its implementation.
Reference
Lin, J.-L., Cheng, M.-F., Chang, Y.-C., Li, H.-W., Chang, J.-Y., & Lin, D.-M. (2014). Learning activities that combine science magic activities with the 5E instructional model to influence secondary-school students’ attitudes to science. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 415–426.
Hello Diana,
ResponderEliminarI like your visualization of the different instructional models not as discrete and unrelated units but as an “evolving” chain that eventually became useful tools that can be applied in classrooms. I think that this is something that the authors of the article were trying to express in the long (and rather dry) history section of the paper but you did a better job materializing it. An area of disagreement I have is at the end of your entry you state that “both teacher and students” need to follow the 5E model closely for it to be effective. According to the report there is evidence that teachers must follow the model with high fidelity in order for it to be effective, but I don’t recall any data suggestion that it is also the students’ responsibility. I feel it is a teacher’s duty to implement such things. However, if you feel the students must be active in assisting model implementation as well, how do you believe that students should be going about that?
-SFM