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The BSCS 5E Instructional Model outlines a 5 phase approach for science instruction - Engage, Explore, Explain, Elaborate, Evaluate. In the Engage phase, teachers generate student interest and questions. Students then work together in hands-on Explorations to clarify understandings. Next, teachers help students Explain concepts while students communicate their own understandings. Students then Elaborate on their knowledge, applying it to new situations. Finally, both teachers and students Evaluate student progress and understanding.

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164 views

Bsce

The BSCS 5E Instructional Model outlines a 5 phase approach for science instruction - Engage, Explore, Explain, Elaborate, Evaluate. In the Engage phase, teachers generate student interest and questions. Students then work together in hands-on Explorations to clarify understandings. Next, teachers help students Explain concepts while students communicate their own understandings. Students then Elaborate on their knowledge, applying it to new situations. Finally, both teachers and students Evaluate student progress and understanding.

Uploaded by

api-263052110
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Engage

The BSCS 5E Instructional Model

These experiences mentally engage the students with an event or question. Engagement activities help
students to make connections with what they know and can do. During the engagement phase, the
teacher can

Create a need to know/create an interest


Assess prior knowledge
Observe surroundings for points of curiosity
Consider possible responses to questions

Identify situations where student perceptions vary


Focus on a problem/ask questions
Ask questions about the real world
Note unexpected phenomena

Explore

Students work with one another to explore ideas through hands-on activities. Under the guidance of the
teacher, students experience a common set of experiences that helps them clarify their own understanding
of major concepts and skills. During the exploration phase, the students

Investigate
Discuss solutions with others
Develop awareness/practice skills
Define investigation parameters
Collect and organize data
Employ problem-solving strategies
Evaluate choices
Design & conduct experiments
Select appropriate resources
Identify risks & consequences
Engage in debate

Design, plan, build models, collect data


Test predictions and form new predictions
Engage in focused play
Brainstorm with materials
Experiment with materials
Observe specific phenomena
Design a model
Integrate a solution
Assemble multiple answers/solutions
Utilize peer evaluation
Determine appropriate closure

Explain

Students explain their understanding of the concepts and processes they are learning. Teachers help
students to clarify their understanding and introduce information related to the concepts to be learned.
During the explanation phase, teachers and students

Clarify understanding
Define concepts or terms
Share understandings for feedback
Listen critically to one another
Form generalizations

Refer to previous activities


Communicate information and ideas
Construct and explain a model
Construct a new explanation
Review and critique solutions

Elaborate

These activities challenge students to apply what they have learned and extend their knowledge and skills.
During the elaboration phase, students
Build on their understanding of concepts
Use knowledge of concepts to investigate furtherextension
Apply explanations and skills to new, but similar, situations
Provide practice and reinforcement-application
Make decisions
Apply knowledge and skills to other disciplines

Transfer knowledge and skills


Share information and ideas orally and in writing
Ask new questions
Develop products and promote ideas
Conduct more investigations
Conduct activities in other discipline
Use models an ideas to elicit discussions and acceptance by
others

Evaluate

Students assess their own knowledge, skills, and abilities. Evaluation activities also allow teachers to
evaluate students progress. During the evaluation phase, students

Journals, Logs, etc.


Portfolios
Constructs mental and physical models
Student data sheets
Performance assessments

Produce a product
Rubrics and scoring tools
Draw conclusions using evidence from previous experiences
Demonstrate an understanding or knowledge of concept or
skill

The BSCS 5E Instructional Model


What the Teacher Does
What the Student Does

5Es
Engage

Explore

Explain

Elaborate

Evaluate

Creates interest
Generates curiosity
Raises questions
Elicits responses that uncover what the
students know or think about the
concept/topic
Encourages the students to work
together without direct instruction from
the teacher
Observes and listens to the students as
they interact
Asks probing questions to redirect the
students investigations when necessary
Provides time for students to puzzle
through problems
Encourages the students to explain
concepts and definitions in their own
words
Asks for justification (evidence) and
clarification from students
Formally provides definitions,
explanations, and new labels
Uses students previous experiences as
basis for explaining concepts
Expects the students to use formal
labels, definitions, and explanations
provided previously
Encourages the students to apply to
extend the concepts and skills in new
situations
Reminds the students to existing data and
evidence and asks, What do you already
know? Why do you think?
Strategies from Explore apply here also
Observes the students as they apply new
concept and skills
Assesses students knowledge &/or skills
Looks for evidence that the students
have changed their thinking or behaviors
Allows students to assess their own
learning and group-process skills
Asks open-ended questions, such as: Why
do you think? What evidence do you
have? What do you know about x? How
would you explain?

Asks questions such as, Why did this


happen? What do I already know about
this? What can I find out about this?
Shows interest in the topic

Thinks freely but within the limits of the


activity
Test predictions and hypotheses
Forms new predictions and hypotheses
Tries alternatives and discusses them
with others
Records observations and ideas
Suspends judgment
Explains possible solutions or answers to
others.
Listens officially to others explanations
Questions others explanations
Listens to and tries to comprehend
explanations the teacher offers
Refers to previous activities
Uses recorded observations in
explanations
Applies new labels, definitions,
explanations, and skills in new, but similar
situations
Uses previous information to ask
questions, propose solutions, make
decisions, and design experiments
Draws reasonable conclusions form
evidence
Records observations and explanations
Checks for understandings among peers
Answers open-ended questions by using
observations, evidence, and previously
accepted explanations
Demonstrates an understanding or
knowledge of the concept or skill
Evaluates his or her own progress and
knowledge
Asks related questions that would
encourage future investigations

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