Theoretical Framework
Although constructivist models such as 3E, 4E, 5E and 7E possess similar
steps, 5E is the most popular version (e.g. Hanuscin & Lee, 2007; Kurnaz &
Çalık, 2008). Every “E” represents a part of the process of helping
students’ sequential learning to bridge prior knowledge and new concepts. 5E
consists of: (1) engagement/enter where the teacher engages students
in a new concept using short activities or questions that promote curiosity
and draw out prior knowledge in order to unveil students’ pre-existing
knowledge; (2) exploration where students not only conduct
activities, i.e. lab activities, group discussion, hands-on activities, role
playing, analogies, by means of their own pre-existing knowledge, but also
explore questions and implement a preliminary investigation; (3)
explanation where the teacher has an opportunity to directly introduce a
concept, process, or skill so that students imply their understanding of the
concept or track their correct and incorrect knowledge; (4)
elaboration where students try to advance their newly structured
knowledge into a deeper and broader understanding in order to elaborate on
their conceptual understanding and skills; (5) evaluation
where students’ comprehension and abilities are assessed, and thereby, the
teacher is able to monitor how his/her students have progressed in
accomplishing the educational objectives. (e.g. Abell & Volkman, 2006; Boddy,
Watson & Aubusson, 2003; Bybee, Taylor, Gardner, Scotter, Powell, Westbrook
& Landes, 2006).
Copyright (C)
2008
HKIEd
APFSLT. Volume
9,
Issue
1,
Article 5 (Jun.,
2008).
All Rights Reserved.
