BSCS 5E Instructional Model

Did you know the BSCS 5Es were developed in 1987? Did you know they were developed during a retreat in Colorado that was part of the curriculum development of BSCS Science for Life and Living?

Do you know why each phase in the instructional model begins with the letter E?

Watch our brand new three-part series on the BSCS 5Es and learn how they came to be, how they've evolved over time, and in what ways they've made such a huge and lasting impact on teaching and learning.

Don't miss this fascinating conversation between former BSCS Executive Director Janet Carlson and former Senior Science Educator Nancy Landes, who took part in that 5E retreat.

Part 1  |  Creating the 5Es
(11:06)
Part 2  |  How the 5Es Evolved Over Time
(7:23)
Part 3  |  Why the 5Es Remain Relevant Today
(6:27)

BSCS 5E resoures:

At the end of Segment 3 of the 5Es On Topic, you'll find four downloadable resources. Thanks to the generosity of Wiley, publisher of the Journal of Reserch in Science Teaching, the resource article titled "The Relative Effects and Equity of Inquiry-Students’ Knowledge, Reasoning and Argumentation" is a complimentary download now through 31 January, 2015.

Other resources are

The BSCS 5E Instructional Model: Origins and Effectiveness, Full Report
5E full report prepared for NIH (National Institutes of Health), June 2006

The BSCS 5E Instructional Model: Origins and Effectiveness, Executive Summary
5E executive summary, July 2006

The BSCS Advantage
Data based on the results of a 4-year research study of high school science materials, 2013

 

Watch a 7-minute presentation of the BSCS 5E Instructional Model by Nancy P. Moreno, PhD, BioEd Online, Science Teacher Resources from Baylor College of Medicine.



The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model. Since the late 1980s, BSCS has used the 5E Instructional Model extensively in the development of new curriculum materials and professional development experiences. The BSCS 5E Instructional Model also enjoys widespread use beyond BSCS: at least three states strongly endorse using the BSCS 5E Instructional Model, and a Google search shows ubiquitous use of the model for curriculum frameworks, assessment guidelines, or course outlines; curriculum materials; and teacher professional development.

Findings related to the BSCS 5E Instructional Model:

  • The BSCS 5E Instructional Model is grounded in sound educational theory, has a growing base of research to support its effectiveness, and has had a significant impact on science education.
  • The most noticeable void in the literature is research exploring how the 5E approach helps students develop an understanding of the nature of science, and practical and teamwork skills.
  • These conclusions indicate the need to conduct further research comparing the effect of the 5E Instructional Model on mastery of subject matter, scientific reasoning, and interest and attitudes with other modes of instruction.
  • Continued work is expected to lead to refinement of the model based on research on learning.

What the BSCS 5E Instructional Model is/does:

  •  The five phases of the BSCS 5E Instructional Model are designed to facilitate the process of conceptual change.
  • The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students.
  • Each phase of the model and a short phrase to indicate its purpose from a student perspective are:
    • Engagement - students’ prior knowledge accessed and interest engaged in the phenomenon
    • Exploration - students participate in an activity that facilitates conceptual change
    • Explanation - students generate an explanation of the phenomenon
    • Elaboration - students' understanding of the phenomenon challenged and deepened through new experiences
    • Evaluation - students assess their understanding of the phenomenon

For more information, contact us at info@bscs.org