BSCS 5E Teaching ModelBSCS 5E Teaching Model

The Model is grounded in constructivism;The Model is grounded in constructivism;It consists of 5 phases: engagement, It consists of 5 phases: engagement, exploration, explanation, elaboration and exploration, explanation, elaboration and evaluation;evaluation;The model is widely used in teacher The model is widely used in teacher training programme and it can facilitate training programme and it can facilitate inquiry-based learning with an emphasis on inquiry-based learning with an emphasis on thoughtful inquiry and decision making;thoughtful inquiry and decision making;

BSCS 5E Teaching ModelBSCS 5E Teaching Model

This inquiry approach is also believed to be This inquiry approach is also believed to be especially beneficial to gifted students who especially beneficial to gifted students who would prefer a more autonomous inquiry would prefer a more autonomous inquiry way of learning;way of learning;The model has been used in the design of The model has been used in the design of BSCS (Biological Sciences Curriculum BSCS (Biological Sciences Curriculum Study) curriculum materials since the late Study) curriculum materials since the late 1980s;and 1980s;and

BSCS 5E Teaching ModelBSCS 5E Teaching Model

there is research data supporting that BSCS there is research data supporting that BSCS 5E Model may help enhancing students’ 5E Model may help enhancing students’ inquiry and critical thinking skills as well as inquiry and critical thinking skills as well as creativity.creativity.

BSCS 5E ModelBSCS 5E Model

EngageEngage ExploreExplore ExplainExplain ElaborateElaborate EvaluateEvaluate

(Dr. Mark Salata)

Do you observe anything special about the bottle?

Engagement

If we put the beads into the bottle of water, it swells and we cannot distinguish them from the water since its refractive index is very near to that of water.

1.Engagement1.Engagement

2. Exploration – predicting, observing, communicating, inferring, constructing

Ask students to predict what would happen if they light 3 candles (tall, medium, short) at the same time and then put a gas jar over them.

2. Exploration

2. Exploration

3. Explanation3. ExplanationStudents are required to use mind maps to explain what they observed in the “candle” experiment

Explanation

4. Elaboration4. Elaboration

Elaboration-predicting, forming Elaboration-predicting, forming hypothesis, communicatinghypothesis, communicating

Student-applies concepts to a similar or Student-applies concepts to a similar or new contextnew context

Teacher-provides similar or new context Teacher-provides similar or new context to apply ideasto apply ideas

4. Elaboration4. Elaboration

Trying to find evidence to support the Trying to find evidence to support the hypothesishypothesis

Carrying out further experimentsCarrying out further experiments

Students are required to design experiments Students are required to design experiments to further explore the “candle” experiment. to further explore the “candle” experiment. They may devise experiments to find They may devise experiments to find evidence to support their hypotheses. evidence to support their hypotheses. Through such new experiences, they Through such new experiences, they develop deeper and broader understanding, develop deeper and broader understanding, more information and skills in scientific more information and skills in scientific investigations.investigations.

5. Evaluation5. Evaluation

Any unclear areas or questions which Any unclear areas or questions which may have developed?may have developed?

Students are encouraged to assess their Students are encouraged to assess their understanding and abilities.understanding and abilities.

Teachers can evaluate students’ Teachers can evaluate students’ progress.progress.

References:References:

http://http://www.bscs.orgwww.bscs.org http://www.bscs.org/pdf/http://www.bscs.org/pdf/

bscs5eexecsummary.pdfbscs5eexecsummary.pdf