Mapping The 5es Across The Hydraulic Unit

MAPPING THE 5Es ACROSS THE HYDRAULIC UNIT
THE 5 PHASES OF CONSTRUCTIVIST LEARNING IN THE 5E MODEL

Week ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE
1 Teacher creates interest in the Provide experience of the
topic of forces and machines. concept of forces and the
Sets the learning context. applications of hydraulics.
Raises some questions about the
applications of forces in
hydraulics that will later become
a student inquiry activity.
Reveal students ideas and
beliefs, compare students ideas
.
2 Teacher creates interest in the Provide experience of the

topic of forces and machines, concept of forces and the
concentrating on hydraulic applications of hydraulics.
systems. Explore and inquire into students
questions and test their ideas on
the topic.
Students investigate and solve
problems when asked to build a
simple hydraulic system.
3 Continue to experience the Introduce conceptual tools that Use and apply concepts and
concept of forces and the can be used to interpret the explanations in hydraulics in
applications of hydraulics. evidence and construct new contexts, to test their
Explore and inquire into students explanations of how hydraulic general applicability. (Student
questions and test their ideas on systems work. hydraulic designs)
the topic through the class Consider current scientific Reconstruct and extend
activity (designing their own explanations for how the explanations and understanding
hydraulic system). components of a hydraulic using and integrating different
Investigate and solve problems in systems work. modes, such as written
hydraulic design. Compare explanations generated language, diagrammatic and
by different students/groups in graphic modes, and
design activity. mathematics
.
4 Continue to experience the Use conceptual tools that can be Use and apply concepts and
concept of forces and the used to interpret the evidence explanations in hydraulics in
applications of hydraulics. and construct explanations of how new contexts, to test their
Explore and inquire into students hydraulic systems work. general applicability. (Student
questions and test their ideas on Consider current scientific hydraulic designs)
the topic through the class explanations for how the Reconstruct and extend
activity (designing their own components of a hydraulic explanations and understanding
hydraulic system). systems work. using and integrating different
Investigate and solve problems in Compare explanations generated modes, such as written
hydraulic design. by different students/groups in language, diagrammatic and
design activity. graphic modes, and
mathematics
.
5 Investigate and solve problems in Use conceptual tools that can be Use and apply concepts and Provide an opportunity for
hydraulic design. used to interpret the evidence explanations in hydraulics in students to review and reflect
and construct explanations of how new contexts, to test their on their own learning and new
hydraulic systems work. general applicability. (Student understanding and skills with
Consider current scientific hydraulic designs) hydraulic systems.
explanations for how the Reconstruct and extend
components of a hydraulic explanations and understanding
systems work. using and integrating different
Compare explanations generated modes, such as written
by different students/groups in language, diagrammatic and
mathematics.
mathematics.
mathematics.
8 Use conceptual tools that can be Use and apply concepts and Provide an opportunity for
used to interpret the evidence explanations in hydraulics in students to review and reflect
explanations for how the Reconstruct and extend Provide evidence for changes to
components of a hydraulic explanations and understanding students understanding, beliefs
systems work. using and integrating different and skills through their created
Compare explanations generated modes, such as written advertisements
mathematics.
9 Use conceptual tools that can be Use and apply concepts and Provide an opportunity for
used to interpret the evidence explanations in hydraulics in students to review and reflect
explanations for how the Reconstruct and extend Provide evidence for changes to
components of a hydraulic explanations and understanding students understanding, beliefs
systems work. using and integrating different and skills through their created
Compare explanations generated modes, such as written advertisements
mathematics.
REFERENCE:
Skamp, K., & Peers, S. (2012). Implementation of science based on the 5E learning model: Insights from teacher feedback on trial Primary Connections units. In The 43th
Annual Conference of the Australasian Science Education Research Association (ASERA), University of the Sunshine Coast, Australia.

Mapping The 5es Across The Hydraulic Unit

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Mapping The 5es Across The Hydraulic Unit

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MAPPING THE 5Es ACROSS THE HYDRAULIC UNIT

THE 5 PHASES OF CONSTRUCTIVIST LEARNING IN THE 5E MODEL

2 Teacher creates interest in the Provide experience of the

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