National Training of Teachers on the

Implementation of the Special Science Program

IMPORTANCE OF INQUIRY IN TEACHING
 Develop useful problem solving skills
 Prepare learners to live in a world that is
non-static
 Enable learners to cope with changes that
will increase in complexity throughout their
lives
 Provide learners tools for continuing to
learn
 Attain important outcomes in the
classroom
 LEVELS OF INQUIRY
LEVEL PROBLEM PROCEDURE SOLUTION

Open Inquiry pupil pupil pupil

Guided Inquiry teacher pupil pupil

Structured teacher teacher pupil

Confirmation teacher teacher teacher

5 E’s as a Learning Model
 5 E’s as a Learning Model
Engage

Explore

Explain

Elaborate

Evaluate
 5 E’s as a Learning Model
1. Engage
Suggested What the Teacher What the Learner
Activities Does Does
Demonstration Creates interest. Asks questions such as
Reading “Why did this
Generates curiosity.
happen?” “What do I
Free Write Raises questions. really know about
Analyze a Graphic Elicits responses that this?” “What can I
Organizer uncover what the find out about this?”
KWL students know or Shows interest in the
think about the topic.
Brainstorming topic.
 5 E’s as a Learning Model
2. Explore
Suggested What the Teacher
Activities Does
Perform Investigation Encourages learners to work
Read Authentic together without the direct
Resources to Collect instruction of the teacher.
Information Observes and listens to the
students as they interact.
Solve a Problem Asks probing questions to
Construct a Model redirect learners’
investigation when
necessary.
Provides time for learners to
puzzle through problems.
What the Learner
Does
Thinks freely but within the
limit of the activity.
Tests predictions and
hypotheses.
Forms new predictions and
hypotheses.
Tries alternatives as discusses
them with others.
Records observations and
ideas.
Suspends judgement.
 5 E’s as a Learning Model
3. Explain
Suggested What the Teacher What the Learner
Activities Does Does
Learners’ Analysis and Encourages learners to Explains possible solutions or
Explanation explain concepts and answers to others.
Supporting Ideas with definitions in their own Listens officially to other’s
Evidence words. explanation.
Structures Questioning Asks for justifications Listens to and tries to
Reading and Discussion (evidence) and clarification comprehend explanations
Teacher Explanation from the learners. the teacher offers.
Thinking Skill Activities: Formally provides definitions, Refers to previous activities.
compare, classify, explanations, and new Uses recorded observations in
error analysis labels. explanation.
Uses learners’ previous
experiences as basis for
explaining concepts.
 5 E’s as a Learning Model
4. Elaborate
Suggested What the Teacher
Activities Does
Problem Solving Expects the learners to use
formal labels, definitions
Decision Making
and explanations provided
Experimental Inquiry previously.
Think Skill Activities: Encourages the learners to
compare, classify, apply or extend the
apply concepts and skills in new
situations.
Reminds the learners to
existing data and evidence,
and asks: “What do you
already know?” “Why do
you think…?”
What the Learner
Does
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.
Draw reasonable conclusions
from evidence.
Records observations and
explanations.
Checks for understanding
among peers.
 5 E’s as a Learning Model
5. Evaluate
Suggested What the Teacher
Activities Does
Observes the learners as they
apply new concepts/skills.
Assesses learners’ knowledge
and/or skills.
Looks for evidence that the
learners have changes their
thinking or behaviors.
Allows learners to assesses their
own learning.
Asks open-ended questions,
such as: “Why do you
think…?” “What evidence do
you have?” “What do you
know about?”
What the Learner
Does
Answers open-ended questions
by using observations,
evidence, and previously
accepted explanations.
Demonstrates an understanding
or knowledge of the concept
or skill.
Evaluates his/her own progress
and knowledge.
Asks related questions that
would encourage future
investigations.
 5E Stage
TEACHERS SHOULD
5E STAGE INSTEAD, TEACHERS SHOULD…
AVOID…
ENGAGE Starting the lesson by Hook student interest in the
explaining the topic. topic or arouse their curiosity
with a problem question.
EXPLORE Allowing students to do Put direction in the inquiry and
whatever set parameters. Have hands-on
they want. work .
EXPLAIN Doing all the talking. Ask students to present their
findings and reasons. Then give
feedback on their answers and
other need inputs.
ELABORATE Giving a test at once Extend student learning to new
after situations and to new
discussion. challenges.
EVALUATE Assessing only with a Use also open-ended and
written application types of
objective type test. assessments.
5E Learning Model vs 7E Learning Model

Sometimes a current model must be

amended to maintain its value after new
information, insights, and knowledge
have been gathered.

National Research Council. 2006. National science

education standards. Washington, D.C.: National
Academy Press.
5E Learning Model vs 7E Learning Model
 Eliciting and Engaging
Current research in cognitive science has
shown that elicit prior understandings is a
necessary component of the learning
process.
The engage component in the 5E model is
intended to capture students’ attention, get
students thinking about the subject matter,
raise questions in students’ minds,
stimulate thinking, and access prior
knowledge.
 Elaborating and Extending
The elaborating phase of the learning
cycle provides an opportunity for students to
apply their knowledge to new domains,
which may include raising new questions
and hypotheses to explore.
The extending component teachers need
to make sure that knowledge is applied in a
new context and is not limited to simple
elaboration.
DLL/DLP Procedures vs 5E vs 7E