The 5 E’s of Inquiry-Based Learning

Engagement

In this first phase of the 5E Learning Cycle, the teacher gauges student prior knowledge and/or identifies possible misconceptions (Duran and Duran 2004). This student-centered phase should create a desire to learn more about the forthcoming topic. According to Duran and Duran (2004), the engagement phase is not intended for the teacher to lecture, define terms, or provide explanations.

Exploration

The exploration phase provides students with a common base of hands-on activities. These activities will help students use prior knowledge to inquire, generate new ideas, and conduct a preliminary investigation (Bybee 2009). This phase of the learning cycle usually incorporates the main inquiry-based experience, which nurtures students’ understanding (Duran and Duran 2004).

Explanation

The third stage in the instructional model is more teacher-directed and guided by the students’ experience in the previous phase (Duran and Duran 2004). Students explain their understanding of concepts and the teacher corrects students’ misconceptions (Bybee 2009). During this phase the teacher may provide formal definitions, notes, and labels (Duran and Duran 2004).

Elaboration

In the elaboration phase students are encouraged to apply their new understanding of concepts, while reinforcing new skills (Duran and Duran, 2004). According to Duran and Duran (2004), “Students may conduct additional investigations, develop products, share information and ideas, or apply their knowledge and skills to other disciplines” (p. 53). This stage in the learning cycle presents opportunities for the teacher to integrate science with other content areas (Duran and Duran 2004).

Evaluation

According to Bybee (2009), “The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives” (p. 5). Formative and summative assessment are appropriate in this phase. Duran and Duran (2004) provides a list of non-traditional forms of assessment that are appropriate for evaluating students’ understanding and performance: portfolios, performance-based assessment, concept maps, physical models, and journal logs.

The 5E Instructional Model serves as a flexible learning cycle that assists curriculum developers, classroom teachers, and school librarians with the creation of STEM lessons that illustrate constructivist, reform-based, best teaching practices.

Learn more about the 5E Instructional Model at BSCS.org.

Works Cited

BSCS Science Learning. 2019. “BSCS 5E Instructional Model.” Retrieved from https://bscs.org/bscs-5e-instructional-model/

Bybee, R. W., and Landes, N. M. 1990. “Science for Life & Living: An Elementary School Science Program from Biological Sciences Curriculum Study.” The American Biology Teacher 52(2): 92-98.

Bybee, R. W. 2009. The BSCS 5E Instructional Model and 21st Century Skills. Colorado Springs, CO: BSCS.

Chitman-Booker, L., and Kopp, K. 2013. The 5Es of Inquiry-Based Science. Teacher Created Materials.

Duran, L. B., and Duran, E. 2004. “The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching.” Science Education Review 3(2): 49-58.

Hofstein, A., and Mamlok-Naaman, R. 2007. “The Laboratory in Science Education: The State of the Art.” Chemistry Education Research and Practice 8(2): 105-107.

National Science Foundation. 2019. “What Does the S&E Job Market Look Like for U.S. Graduates?” Retrieved from www.nsf.gov

Scott, C. 2012. “An Investigation of Science, Technology, Engineering and Mathematics (STEM) Focused High Schools in the U.S.” Journal of STEM Education: Innovations & Research 13(5): 30–39.

Williams, P. 2019. “The Principles of Teaching and Learning in STEM Education.” AIP Conference Proceedings 2081(1).

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