Putting the i into Science: investigations
Investigations support NGSS both science and engineering practices. As we consider how to open up STEM units to reflect investigating, teaching models can help us frame our experiences in both planning and teaching. The 5E learning cycle model is based on research. It can guide teachers and learners to explore or investigate with materials, develop conceptual understanding from their experiences, and apply their understanding to a project, question or problem. This model provides educators with a framework for re-organizing directed learning experiences to support critical thinking associated with 21st century global thinking skills. This approach was developed and researched by the Biological Science Curriculum Study (BSCS) (BSCS, 1989). It is based upon research about the learning cycle approach to teaching, originally introduced by (Atkin & Karplus, 1962). Developing this type of teaching and learning experience aligns with national and state science learning standards and the common core.
Below is an overview of the 5E BSCS approach; however there are many variations of this approach as well. As we engage our learners to investigate and practice thinking using the science and engineering practices, we need to modify our techniques and strategies to support more student-independent learning and higher order thinking.
Atkin, J. M. and Karplus, R. (1962). Discovery of invention? Science Teacher 29(5): 45
BSCS and IBM (1989). New Designs for Elementary Science and Health: A Cooperative Project between Biological Sciences Curriculum Study (BSCS) and International Business Machines (IBM). Dubuque, IA: Kendall/Hunt Publishing Company.
An Overview of the 5E Learning Cycle Model
1. Engage learners in a topic raising questions, curiosity, or eliciting preconceptions about science. Engaging may take the form of reading a story, performing a demonstration, solving a problem, etc...
2. Explore with learners doing a guided investigating, short term or long term investigating. Learners naturally use the scientific and engineering practices (or inquiry skills) as they explore and confront preconceptions about phenomena. The learner tests and forms new predictions, observes, records, and measures with technology. Learners become actively involved with an experience they experience with one another.
3. Explain with teachers, other learners, or resources. Learners use evidence from their exploration to summarize and infer what happened and help develop definitions and explanations about science concepts.
4. Elaborate by giving learners opportunities to use the labels and definitions to apply this new knowledge to solve a problem, design a tool or model, carry out an investigation.
5. Evaluate learners' new knowledge and skills, changes in understanding, ability to answer open-ended questions. Learners also evaluate their own progress and knowledge.
Below is an overview of the 5E BSCS approach; however there are many variations of this approach as well. As we engage our learners to investigate and practice thinking using the science and engineering practices, we need to modify our techniques and strategies to support more student-independent learning and higher order thinking.
Atkin, J. M. and Karplus, R. (1962). Discovery of invention? Science Teacher 29(5): 45
BSCS and IBM (1989). New Designs for Elementary Science and Health: A Cooperative Project between Biological Sciences Curriculum Study (BSCS) and International Business Machines (IBM). Dubuque, IA: Kendall/Hunt Publishing Company.
An Overview of the 5E Learning Cycle Model
1. Engage learners in a topic raising questions, curiosity, or eliciting preconceptions about science. Engaging may take the form of reading a story, performing a demonstration, solving a problem, etc...
2. Explore with learners doing a guided investigating, short term or long term investigating. Learners naturally use the scientific and engineering practices (or inquiry skills) as they explore and confront preconceptions about phenomena. The learner tests and forms new predictions, observes, records, and measures with technology. Learners become actively involved with an experience they experience with one another.
3. Explain with teachers, other learners, or resources. Learners use evidence from their exploration to summarize and infer what happened and help develop definitions and explanations about science concepts.
4. Elaborate by giving learners opportunities to use the labels and definitions to apply this new knowledge to solve a problem, design a tool or model, carry out an investigation.
5. Evaluate learners' new knowledge and skills, changes in understanding, ability to answer open-ended questions. Learners also evaluate their own progress and knowledge.