1. Inquiry Science and the 5-E Model
Panhandle Area Educational Consortium
753 West Boulevard
Chipley, FL

2. Inquiry Science
Science instruction that involves students in active learning.
Emphasis is placed on:
Questioning
Data Analysis
Critical Thinking
“Inquiry is the set of behaviors involved
in the struggle of human beings for
reasonable explanations of phenomena
about which they are curious.”
(NWREL, 1997)

3. Students Engaging in Inquiry
Communicate investigation
Procedures, data, and explanations
to others
Use evidence and
Scientific knowledge
to develop
explanations
Ask questions about
objects, organisms,
and
events in the environment
Use appropriate tools
and techniques
to gather and interpret
data
Plan and conduct
simple investigations
Science as Inquiry
(Carin, Bass & Contant, 2005)

4. When Doing Science as Inquiry
Students at every grade level are
Asking and engaging in scientific questions
Giving priority to evidence as they plan and conduct investigations using appropriate tools and techniques
Thinking critically and logically about the relationships between evidence and explanations
Constructing and analyzing alternative explanations
Communicating scientific arguments
(Carin, Bass & Contant, 2005)

5. When Doing Science as Inquiry
Teachers are
Determining how to focus, challenge and promote
student learning
Making decisions about
How to initiate inquiry
How to encourage discourse
When activities should be small group or whole group
How to confront misconceptions
How much guidance should be offered in the process
(Carin, Bass & Contant, 2005)

6. 5-E Model First developed by Biological Sciences Curriculum Study
Is a model of science instruction relevant to teaching science as inquiry
Clear objectives, specific concepts and explanations for student learning are identified by the teacher
Advance preparation by the teacher to provide expository instruction regarding specific concepts
(Carin, Bass & Contant, 2005)

7. 5-E Model FIVE PHASES OF 5-E MODEL Engagement Exploration Explanation
Elaboration
Evaluation
(Carin, Bass & Contant, 2005)

8. 5-E Model
Engagement
Activities that initiate learning and stimulate curiosity
Students connect to relevant past learning
May include asking questions, posing a problem or acting out a solution
(Carin, Bass & Contant, 2005)

9. 5-E Model Exploration Students have a concrete physical experience
Important for kinesthetic learners
Students observe properties, establish relationships, note patterns and ask questions
Teacher guides, coaches and facilitates
(Carin, Bass & Contant, 2005)

10. 5-E Model
Explanation
Students describe what they see and offer explanations of why
Teacher helps students make sense of observations and questions that arise
Teacher introduces scientific explanation for the event through direct and formal instruction
Students and teacher identify common terms for experiences and explanations
(Carin, Bass & Contant, 2005)

11. 5-E Model
Elaboration
Teacher facilitates students in developing understandings of concepts and ideas that are broader and more in depth
Students engage in cooperative group work on new activities that relate to the original learning task
Students present and defend their understandings in cooperative and whole class groups
(Carin, Bass & Contant, 2005)

12. 5-E Model Evaluation Assessment of what has been learned
May be teacher, group or self-assessment
Assessment tools may be
Rubrics
Checklists
Portfolios
Formal assessments that are formative or summative
(Carin, Bass & Contant, 2005)

13. References
Carin, A., Bass, J., & Contant, T. (2005). Methods for teaching science as inquiry. Upper Saddle River, NJ: Pearson.
Jarrett, D. (1997). Inquiry strategies for science and mathematics learning. Portland, Oregon: Northwest Regional Educational Laboratory.