Combining different conceptual change methods within 5E model: a sample teaching design of ‘cell’ concept and its organelles

Now we will firstly outline 5E model.

Table 1. The content of 5E model (adapted from Bybee et al., 2006)

Phase	Explanation
Engagement/Enter	Teacher identifies the students’ prior knowledge and gets them to engage in a new concept by means of short activities or questions promoting curiosity and increasing their awareness of pre-existing knowledge.
Exploration	Teacher encourages the students to work in their small groups and asks probing questions to redirect the students’ investigations by refraining from any clue. In this phase, students acquire new knowledge by linking it with prior one
Explanation	This phase provides an opportunity for the teacher to directly introduce the new concept, process or skill. Hence, the teacher confirms/disconfirms students’ gained knowledge claims. That is, the students compare their newly structured ideas with those presented by the teacher
Elaboration	The teacher fosters the students to apply their understanding of the concept and skills to additional activities, thereby; they attempt to extend their newly structured knowledge to deeper and broader understanding, more information, and adequate skills.
Evaluation	This phase not only promotes students to assess their understanding and abilities but also gives an opportunity for the teacher to monitor how students’ understandings have progressed