Article 1
“The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching”
By: Lena Ballone Duran & Emilio Duran
Duran, L. B., & Duran, E. (2004). The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching. Science Education Review, 3(2), 49-58.
Type of Article: Axiological, Historical & Experimental
Summary:
IntroduBefore 1900, most educators viewed science as a group of facts that students were able to learn through memorization and direct instruction. By the 1950s and ’60s, an inquiry-based method to teaching science became more clear. The shift to inquiry-based pedagogical practices in the classroom requires a transition from textbook-based to a more hands-on approach. Many teachers may be uncomfortable or unaware of how to bring in and support inquiry learning in their classroom. The use of a learning cycle approach in the classroom is very different than the traditional teaching methods. One learning cycle that can be used to support inquiry teaching in the 5E Instructional Model, it consists of five phases; engage, explore, explain, elaborate, and evaluate. When this model is being used, it is often necessary that some phases are repeated more than once before students reach the elaboration or evaluation phase, which makes it very flexible.
IntrodIn many science classrooms in the Northwest Ohio region, teachers attend professional development programs that focus on the 5E Instructional Model. Project TAPESTRIES and Project ASTER are two grant-funded programs that were used during a study in Ohio. About 1,200 teachers attended a two-week summer institute that was designed for them to explore their district-adopted inquiry-based science kits in a hands-on way. A scientist and science educator team facilitated each session using the 5E Model. Teachers were given a follow-up question and some of their responses discussed their class confidence level increasing, students with reading and writing weaknesses excel with this model, students are more motivated to learn, the engagement period draws in the students who are more reserved, and the hands-on activities help the students see that the topics they are learning are relevant to their lives and allows them to make connections. After participating in the projects, the teachers had learned new skills and had improved their confidence, which positively impacts their classroom environment and their students.
Agreements:
IntroduThe authors write, “many educators may be uncomfortable or unaware of ways to design science lessons that support inquiry learning. However, the transfer and application of inquiry-based practices in the classroom can be accomplished by using practical tools or templates for instructional design” (Page 50). Using a learning cycle approach, like the 5E model, is a helpful strategy for teachers to use. I agree with this because many teachers may be nervous to try something new in their classroom or do not like change, especially if they have been using a specific method for a long period of time. Using a learning cycle approach, such as the 5E model, is a strategy to design inquiry-based science lessons. It will make the teachers feel more comfortable making that change in their classroom, as well as their students.
IntrodThe authors also discuss teachers attending professional development that help them learn inquiry-based teaching methods and how to implement them in their classroom. On pages 55 and 56, the authors shared their findings from teachers who attended professional development programs that taught about the 5E Model. The teachers gave very positive feedback about their confidence growth as well as their students, more student engagement, and many more. I think that teachers should attend professional development to learn inquiry-based teaching methods and how to support inquiry learning in their classroom. It will allow teachers to spend time learning new methods, trying them out, and planning them with the support of other teachers and the person leading the professional development. Having teachers attend professional development also ensures that they are being taught the correct methods/strategies. Some teachers may think they know how to support inquiry learning in their classroom, but it could be incorrect and not beneficial to the students. So I agree that teachers should attend professional development meetings.
Disagreements:
IntroduThe authors write The implementation of inquiry has had a place in science classrooms for less than a century” (Pages 49-50). They continue to write that an inquiry-based rationale became more visible by the 1950s and ’60s. I found this very surprising because I had never heard of or seen inquiry-based teaching/learning until I began going to college. Even from what I remember in my elementary school years, I was always reading from the textbook and doing guided reading worksheets. In class, we would take turns reading from the textbook and reciting facts that we memorized. There were very few hands-on activities/experiments that took place. This is why I find it surprising that inquiry has been around since the 1950s and not more recently.
