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Reflective Journal

5E Instructional Model

One of the most significant aspects of the 5E instructional model that I now understand is

the true method of its application in the classroom. I first attempted the 5E instructional model

for one of my teaching practice sessions. Being very ambitious, I researched this instructional

model, identified the meaning of the five Es (engagement, exploration, explanation, elaboration,

and evaluation), and attempted to integrate it into a lesson. In doing so, I created a concise

lesson, and executed it in the classroom. The students were definitely engaged during the course

of the class session, and I considered its execution a success. However, it was only at the post

conference I recognized the errors in my application of the model. During the teaching session, a

lot of time was spent on explanations before the students were allowed to conduct their

experiment. It was suggested that the first section ideally focus on the students solving the

problem themselves; and feedback and explanations should be reserved for the Elaborate

section. In addition, for a typical enquiry process, there must be comparisons during problem

solving this was lacking in my lesson.

This realization helped me to understand the principles upon which the 5E instructional

model is based. At the beginning of my lesson, students questioned my procedure in comparison

to that of others. I briefly explained what can occur in an attempt to quell their curiosity;

however, I only allowed them to experiment using a single set-up I provided them with. In doing

so, I did not truly execute the exploration phase of this model. Bybee et al. (2006) explains that

Exploration experiences provide students with a common base of activities within which current

concepts, processes, and skills are identified and conceptual change is facilitated. Learners may
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complete lab activities that help them use prior knowledge to generate new ideas, explore

questions and possibilities, and design and conduct a preliminary investigation. Instead of

providing students with multiple common activities, I provided them with only one. Additionally,

I did not allow students to explore their own questions and suggested possibilities through

investigation, as I only allowed them to conduct the single activity I wanted them to. In essence,

by limiting the activities to only what I wanted, students were only able to grasp the basic

concept of the planned lesson, and were hindered from comprehending core related principles. I

therefore limited the students in what they were capable of accomplishing on their own.

The 5E Instructional Model also has specific goals: (i) Mastery of subject matter, (ii)

Scientific reasoning, (iii) Understanding of the nature of science, (iv) Interest in science, (v)

Understanding of complexity and ambiguity of empirical work, (vi) Development of practical

skills, and (vii) development of teamwork skills (Bybee et al., 2006). Had I also researched and

understood these core goals of this enquiry model, I would have been more aware of how to plan

my lesson to accomplish all of these. In retrospect, I once again prevented students from

experiencing maximum scientific reasoning in this lesson as I did not allow them to experiment

with, and develop more sophisticated aspects related to the topic.

Now that I am more aware of the principles and goals of this type of enquiry, I will

definitely change the way I approach and construct a lesson plan for the 5E model. I only now

understand that the 5Es (engagement, exploration, explanation, elaboration, and evaluation) go

beyond the basic meaning of each associated word, but must fulfill all the requirements of each

phase, as specified by Bybee et al. (2006). In addition, I also now understand that in order for

this model to be successfully executed, all of its goals must be fulfilled during the course of the

lesson. I truly appreciate the errors I made during my lesson delivery, as it has benefited me by
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making me more aware of the nature of this enquiry model; and allowed me to gain greater

insight so that I can apply it correctly within my lesson plans and class sessions.

This insight and enhanced understanding of the 5E Instructional Model will definitely be

useful in future teaching practice and class sessions. It will allow me to let students be creative,

and explore their curiosities via experimentation; and therefore enable them to enjoy the benefits

of obtaining scientific knowledge, especially when they make discoveries on their own. Also, as

it was difficult for me at first to fully grasp the true concept of this model, this enhanced

understanding will also better equip me with the knowledge to assist others who intend to

attempt this type of enquiry. The 5E Instructional Model is definitely one that I will continue to

incorporate into my teaching as it provides students with the main benefits of scientific enquiry

and knowledge attainment.

Devrani, I know the lesson as I viewed it. It was the lesson on filtration obtaining clean water

from muddy water. However someone else reading the journal would find it difficult to make

sense of this entry. Can you do a brief overview of the lesson maybe just a paragraph. Its not

so much having one activity, but providing sufficient material for problem solving in this case

how to separate clean water from a mixture. I think referring directly to the activities would

improve the logic of the entry.

Have you tried a 5E since the lesson? Your insight into the 5 goals I spot on. I think particularly

understanding the complexity of the empirical method.

Bibliography
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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, Effectiveness, and Applications.

Colorado Springs: BSCS. Retrieved from

https://www.bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-

Executive_Summary_0.pdf