RUNNING HEAD: What is the 5 E Model of Science

Erlanda Romilus
Ivy Tech Community Schools
Article Review
What is the 5 E Model of Science Instructions?
Paula Weaver
2/26/2015

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This article describes an inquiry based lesson to deepen teachers' understanding of
the spherical Earth model using the Global Positioning System. The lesson was
designed with four learning goals to increase teachers' conceptual knowledge of the
spherical Earth model; to develop pre service teachers' abilities to carry out
scientific inquiry; to develop pre service teachers' understanding of the nature of
science, especially the tentative nature of scientific knowledge; and to increase
teachers understanding of the interrelations of science with technology and
mathematics. The lesson used the 5E model of science instruction emphasizing five
essential features of classroom inquiry as guiding frameworks. The lesson was
implemented with 72 pre service K-12 teachers. Pre service teachers' quotations,
calculations, and drawings demonstrated their conceptions about the Earth's size
and shape and how their conceptions changed. The lesson models the inquiry-based
science lessons expected from classroom K-16 educators.
The 5 E's is an instructional model based on the constructivist approach to learning,
which says that learners build or construct new ideas on top of their old ideas. The 5
E's can be used with students of all ages, including adults. Each of the 5 E's
describes a phase of learning, and each phase begins with the letter "E": Engage,
Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to
experience common activities, to use and build on prior knowledge and experience,
to construct meaning, and to continually assess their understanding of a concept.
When teachers develop integrated curriculum units, they often begin with a list of
major concepts and processes they expect to teach. They then endeavor to make
learning meaningful by asking students a series of essential guiding questions that
connect content across curricula. These questions, usually two to five per topic,
reflect the individual teacher's learning outcomes and conceptual priorities.

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Alternatively, teachers may begin by presenting students with a specific topic (e.g.,
holidays). Upon deconstructing that topic with the teacher, students will likely
discover its component parts are derived from separate disciplines (e.g., social
studies and science). Teachers can point out the cross-curricular connections and
use the integrated curriculum as a jumping-off point for further discussions about
how topics and subjects are related.
Using content and skills from a variety of subjects to enhance your curriculum not
only encourages students to explore a topic from different angles; it helps reinforce
what they have already learned. Young children learn best when they have direct,
hands-on experiences and when they can relate what they learn to what they
already know.
Prior the convention I thought teachers were to the so prefect and smart. But
through evaluation teachers get to look back and fix a lesson plan or an activity
they introduce to the class, it can be good or bad. Teachers are constantly making
mistakes, but they learn from it. Through evaluation, you get a chance to listen from
others about the mistakes that you are making and how to improve, and the things
that you are fantastic at and how it is helping your students. Teachers are not only
teaching but they are learning new things every day. The 5 E Model help teachers
plan better and help to student understand what the lesson is, and why it is
important.

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References
Song, Youngjin, and Richard Schwenz. "An Inquiry-Based Approach To Teaching The
Spherical Earth Model To Preservice Teachers Using The Global Positioning
System." Journal Of College Science Teaching 42.4 (2013): 50-58. Academic Search
Premier.
Sze Yee, L., Loo Kang, W., Yao Chie, K., Suriati, A., & Lee Yong, T. (2014). Design,
Customization and Implementation of Energy Simulation with 5E Model in
Elementary Classroom. Journal Of Educational Technology & Society, 17(3), 121-137.