Teaching Science
Using Inquiry
What makes a question worth asking?
What makes a question worth answering?
What is the best way to go about answering
Questions about how the world works?
Learning Cycle
Exploration
Application
Introduction
Learning Cycle
Engagement
Exploration
Application
Evaluation
Introduction
Engagement
Exploration
Application
Elaboration
Evaluation
Explanation
Introduction
Engagement
Exploration
5-E Learning
Cycle
Explanation
Elaboration
Bybee & Trowbridge BSCS
Evaluation
5-E Learning Cycle
•
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Engage
Explore
1. General Syntax:
Explain
“I was just thinking about…
Elaborate
And that leads to the question; …?”
2. Builds Relevance
Evaluate
Personal connection (This is about you/your world.)
Vividness (Cool! Let’s take a closer look at that!)
Intrigue (Well, that gives us a puzzle to solve!)
Novelty (We haven’t seen that before, let’s explore it)
5-E Learning Cycle
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•
•
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•
Engage
Elicitation—of student ideas
Explore
occurs either at the end of
Engage or the beginning of Explore.
Explain
Elaborate
1.
Uses “Science Processes” a.k.a. “Process Skills”
2.
Models the “Nature of Science”
Evaluate
3. Allows learner some control over ideas generated
4. May be structured to guide toward specific concepts
Engage & Explore
Concepts
Students use
science processes
to gather evidence
about…
• Attributes
• Name
• Examples
Concept Name: Convective Heat Transfer
Attribute 1: Movement of a fluid
Attribute 2: Less dense fluid rises
Attribute 3: Due to heat differences
Example: Ocean currents
Explain
State Concept Name: Convective Heat Transfer
Outline Attributes:
Attribute 1: Movement of a fluid
Attribute 2: Less dense fluid rises
Attribute 3: From molecular motion due to heat
Build Definition: The movement of heat due to differences that
heat causes in the density of portions of a fluid
Elaborate
Offer Clarifications
Attribute 2: “Less dense fluid” is essentially same substance
Additional Examples: Hot and cold water added to tank
Magma, Hot air over different surfaces
Provide Non-examples: bubbles, hot air balloon, any solid
air pushed over mtns. (orographic flow)
Evaluate Draw the major ocean current gyres onto your map.
Make a concept map about ocean currents & heat
Edit the explanation you wrote for your “Observation”
Ideally,
Inquiry-based Teaching Will…
1. Focus on relevant question(s)
2. Move from evidence to conclusions (Inductive)
3. Use science processes (Science process skills)
4. Generate additional science questions
5. Make use of pedagogical content knowledge