Course Assignment- Reflection 3

             Bybe et al’s article on the 5E model summarizes recent research on the sequencing of science instruction, including laboratory experiences, in order to facilitate student learning, a rationale and empirical support for the BSCS 5E Instructional Model, as well as reviews the historical development and research base for the BSCS 5E Instructional Model.  The BSCS 5E Instructional Model, or 5E model, is described by the authors as a progressive sequencing of instruction that allows learners to actively build/construct and assess their understanding of knowledge.  According to the article, there is a ubiquitous use of the model in education such as being found in documents that frame larger pieces of work such as curriculum frameworks, assessment guidelines, or course outlines. Furthermore, it is in curriculum materials of various lengths and sizes; and is found in many adaptations for teacher professional development, informal education settings, and disciplines other than science (p.1).

             The article begins by providing a timeline of influential instructional models that paved the way for the BSCS 5E Instructional Model.  This timeline includes Johann Friedrich Herbart and the development of character, Dewey and the emphasis on experience and reflective thinking, and the works of Karplus and Atkins who explored children’s thinking and their explanations of natural phenomena in connection with the developmental psychology of Jean Piaget to the design of instructional materials and science teaching.  The authors then begin to explore support and evidence for the effectiveness of the 5E model, citing the influencing instructional models as well as cognitive research on interactions between what information is encountered and how the student processes that information based on perceived notions and extant personal knowledge.  Examples of the use of the 5E model and information on studies conducted on the 5E model are included.

            The 5E model focuses on engagement, exploration, explanation, elaboration, and evaluation. Each phase is designed to build upon the previous phase to help students achieve mastery in conceptual learning. Cognitive Research shows that learning results from an interaction between what information is encountered and how the student processes that information based on perceived notions and extant personal knowledge (p. 15). The 5E model provides a guide to facilitate that interaction.

• Engagement: accesses the learners’ prior knowledge and helps them become engaged in a new concept
• Exploration: provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated
• Explanation: focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors
• Elaboration: challenge and extend students’ conceptual understanding and skills
• Evaluation : encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress

            The wide use of the model underlies its significance in the literature as well as warrants further research and evaluation. While encouraging, these conclusions indicate that it is important to conduct research on the effectiveness of the model, including when and how it is used, and continue to refine the model based on direct research and related research on learning. I would like to see more work on how professional development practices are supporting how teacher can incorporate mobile technology effectively into instructional models such as the 5E model.  

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS, 5, 88-98.