Order Matters: Using the 5E Model to Align Teaching with How People Learn

Abstract

“I have to teach someone to make a peanut butter and jelly sandwich. How am I supposed to do that? What should I start with? How can this be so hard?”

I have found that teaching anything to another person is rife with far more decisions and dilemmas than I could have ever imagined at first. Years ago, I had a college roommate who wanted to participate in a summer teaching program. For her interview, she had to develop a lesson plan to teach someone else how to make a peanut butter and jelly sandwich. Have you ever thought about teaching someone else how to make a peanut butter and jelly sandwich? She had asked for my input, and once we started to really consider the possibilities, our minds reeled. How would you start? What would you do first? Next? After that? Who was the learner anyway? And had they made a sandwich before? Were they allergic to peanuts? How old were they? Should we let them have a knife? Should we show them how first? Talk them through it? Let them have a go at it on their own? Should we first teach them the names of all the tools and things we were going to use? Should we ask them why they needed to learn how to make a peanut butter and jelly sandwich in the first place? What were the critical issues in teaching someone how to make a peanut butter and jelly sandwich?

Much like in the “PBJ Dilemma” as we came to call it, there are many decisions to be made in designing effective learning experiences in undergraduate biology classes—and instructors are making these decisions constantly. It can seem overwhelming, yet the research literatures from cognitive science, psychology, and science education about how people learn suggest guidelines about constructing effective learning experiences (National Research Council [NRC], 1999 ). Much like the PBJ Dilemma, the order in which we decide to do things with students when we teach is critical, yet the order of things happening in a class session often goes undiscussed and unexamined. At first glance, the most pressing teaching dilemmas in our biology classrooms—student motivation, student retention of information, student understanding of difficult concepts—may seem unrelated to the order in which things are happening; however, what we do first, second, third, and so on can have many ramifications. For many instructors who have primarily learned from and used a lecture-based teaching approach, considerations of order have been primarily about the order of ideas. With the increasing use of active-learning strategies, class sessions are moving from having a single component—a lecture—to having many components over the course of even 50 minutes (e.g., a video clip, a pair discussion on a biology-based problem, a clicker question, a mini-lecture, and a final index card reflection). So, what is the optimal order for sequencing these elements to maximize student learning of biology?

Full text

Feature
Approaches to Biology Teaching and Learning
Order Matters: Using the 5E Model to Align Teaching with
How People Learn
Kimberly D. Tanner
Department of Biology, SEPAL: Science Education Partnership and Assessment Laboratory, San Francisco
State University, San Francisco, CA 94132
INTRODUCTION
“I have to teach someone to make a peanut butter and
jelly sandwich. How am I supposed to do that? What
should I start with? How can this be so hard?”
I have found that teaching anything to another person is rife
with far more decisions and dilemmas than I could have
ever imagined at first. Years ago, I had a college roommate
who wanted to participate in a summer teaching program.
For her interview, she had to develop a lesson plan to teach
someone else how to make a peanut butter and jelly sand-
wich. Have you ever thought about teaching someone else
how to make a peanut butter and jelly sandwich? She had
asked for my input, and once we started to really consider
the possibilities, our minds reeled. How would you start?
What would you do first? Next? After that? Who was the
learner anyway? And had they made a sandwich before?
Were they allergic to peanuts? How old were they? Should
we let them have a knife? Should we show them how first?
Talk them through it? Let them have a go at it on their own?
Should we first teach them the names of all the tools and things
we were going to use? Should we ask them why they needed
to learn how to make a peanut butter and jelly sandwich in the
first place? What were the critical issues in teaching someone
how to make a peanut butter and jelly sandwich?
Much like in the “PBJ Dilemma” as we came to call it,
there are many decisions to be made in designing effective
learning experiences in undergraduate biology classes—and
instructors are making these decisions constantly. It can
seem overwhelming, yet the research literatures from cog-
nitive science, psychology, and science education about how
people learn suggest guidelines about constructing effective
learning experiences (National Research Council 关NRC兴,
1999). Much like the PBJ Dilemma, the order in which we
decide to do things with students when we teach is critical,
yet the order of things happening in a class session often goes
undiscussed and unexamined. At first glance, the most
pressing teaching dilemmas in our biology classrooms—
student motivation, student retention of information, stu-
dent understanding of difficult concepts—may seem unre-
lated to the order in which things are happening; however,
what we do first, second, third, and so on can have many
ramifications. For many instructors who have primarily
learned from and used a lecture-based teaching approach,
considerations of order have been primarily about the order
of ideas. With the increasing use of active-learning strate-
gies, class sessions are moving from having a single compo-
nent—a lecture—to having many components over the
course of even 50 minutes (e.g., a video clip, a pair discus-
sion on a biology-based problem, a clicker question, a mini-
lecture, and a final index card reflection). So, what is the
optimal order for sequencing these elements to maximize
student learning of biology?
CONSIDERING THE COMPONENTS OF A
CLASS SESSION AND THEIR ORDER
Consider the last class session you taught, whether it was a
lecture class, a seminar, or a laboratory session. What were
all the components of that class session? Did you lecture?
Did the students engage in a small group discussion? Did
you introduce new terms or ideas? Did students take a quiz
or exam? Did they conduct an experiment? Did they answer
one or more questions in writing? How many different
components were there in that class session? Now, think
about the order in which these things happened. Did you
specifically choose to have things happen in this particular
order? If so, how did you decide what came first, last, and in
between?
One tool available to instructors is the 5E model, a plan-
ning tool for instructors proposed by science educator Roger
Bybee and colleagues at BSCS (formerly known as the Bio-
logical Sciences Curriculum Study). It has been used to
develop many BSCS curricular materials and textbooks for
DOI: 10.1187/cbe.10–06–0082
Address correspondence to: Kimberly D. Tanner (kdtanner@sfsu.edu).
© 2010 K. D. Tanner CBE—Life Sciences Education © 2010 The American
Society for Cell Biology under license from the author(s). It is available
to the public under Attribution–Noncommercial–Share Alike 3.0 Un-
ported Creative Commons License (http://creativecommons.org/li-
censes/by-nc-sa/3.0).
CBE—Life Sciences Education
Vol. 9, 159–164, Fall 2010
159

biology teaching and learning, as well as to educate current
and aspiring K–12 teachers about lesson planning. The 5E
model is an attempt to translate what is known from re-
search in a variety of disciplines about how humans learn—
from cognitive science, psychology, and science education—
into a tool that can guide instructors in planning effective
learning experiences for students.
A BRIEF INTRODUCTION TO HOW PEOPLE
LEARN, LEARNING CYCLES, AND THE 5E
MODEL
The NRC’s How People Learn has synthesized decades of
research across many different disciplines about how people
learn (NRC, 1999). Key findings from that synthesis include
the following. First, students (people) must be interested
and engaged in what they are learning and find it useful and
meaningful. Second, students (people) must be actively in-
volved in the process of teaching and learning, comparing
new information to previous ideas, constructing new under-
standings, and quite simply changing their own minds
about how the world works. And third, students (people)
need opportunities to apply what they have learned to new
situations, to check the completeness of their understanding,
and to evaluate their own learning for themselves. Specifi-
cally, the NRC offers the following:
An alternative to simply progressing through a series
of exercises that derive from a scope and sequence
chart [a textbook or curriculum] is to expose students
to the major patterns of a subject domain as they arise
naturally in problem situations. Activities can be
structured so that students are able to explore, explain,
extend, and evaluate their progress. Ideas are best
introduced when students see a need or a reason for
their use—this helps them see relevant uses of the
knowledge to make sense of what they are learning.
(NRC, 1999, p. 127).
The idea that there is an order of events—termed a learn-
ing cycle—that should optimally occur in the process of
human learning is not new (Dewey, 1971). In 1962, science
educators J. Myron (Mike) Atkin and Robert Karplus argued
influentially that effective learning cycles involved three key
components: exploration, term introduction, and concept
application (Atkin and Karplus, 1962). In their scheme, ex-
ploration allowed the learners to become interested in the
subject at hand, raise questions, and identify points of dis-
satisfaction with their current understanding. Introduction
of new ideas and terms, primarily by the instructor, but
negotiated by both instructor and students, followed. Fi-
nally, concept application provided learners with opportu-
nities within the classroom to apply their new ideas, try out
their new understandings in novel contexts, and evaluate
the completeness of their understanding.
Bybee and his BSCS colleagues described the 5E model as
a “direct descendant of the Atkin and Karplus learning
cycle” and suggested the following expanded sequence of
key elements of an effective lesson:
1. Engagement
2. Exploration
3. Explanation
4. Elaboration
5. Evaluation
What is unique about the 5E model is that Bybee and
colleagues translated decades of research into a brief and
memorable set of five words that instructors could actually
remember and use (Trowbridge and Bybee, 1996; Bybee et
al., 2006). The 5E model team reasoned that to have signifi-
cant impact on classroom instruction, a model would need
to have a more tool-like quality than most scholarly models
did at the time (Bybee et al., 2006). The 5E model is based on
both a conceptual change model of learning and a construc-
tivist view of learning. The former asserts that for conceptual
learning and enduring understanding to occur, the learner
must become aware of and dissatisfied with their prior ideas
about a topic, become receptive to new ideas, and then
integrate new information encountered in a classroom into
their existing conceptual framework (Posner et al., 1982). The
latter posits that the student, not the instructor, has to do the
work of identifying and changing their conceptions (Piaget,
1950, Vygotsky, 1978, Bruner, 1961). Finally, because the 5E
model suggests that any instruction should have multiple
components, it also leads the instructor to design learning
environments that are accessible to students with a variety
of different learning styles and preferences (see Tanner and
Allen, 2004 for review).
Below, I briefly introduce each of the five components of
the 5E model, including the original description of what
teachers and students are doing during each phase and
information that may aid instructors in seeing how this
might apply to their own undergraduate biology classroom.
ENGAGEMENT (ENGAGE)
The teacher or a curriculum task accesses the learners’
prior knowledge and helps them become engaged in a
new concept through the use of short activities that
promote curiosity and elicit prior knowledge. The ac-
tivity should make connections between past and
present learning experiences, expose prior conceptions,
and organize students’ thinking toward the learning out-
comes of current activities. (Bybee et al., 2006).
While there is ample evidence that learning has affective
components and is more likely to occur when students are
engaged in the material, instructors often skip this first
phase of the 5E model. The goals of the Engagement phase
are to invite the learner’s consideration, encourage their
interest, spur them to unearth their prior experiences with
the concepts about to be studied, and pique their interest to
know more. Some educators rely on “discrepant events” to
accomplish these goals, using surprising or unusual exam-
ples related to the upcoming concepts to spark learners’
interest. Other instructors explicitly use preassessment ques-
tions during the Engagement phase, not only to elicit stu-
dent thinking about their prior knowledge of the subject but
also to systematically collect information on all students’
ideas to guide instruction.
The Engagement phase most often happens at the begin-
ning of a class session, but this need not be the case. For
example, Engagement can be structured through a home-
K. D. Tanner
CBE—Life Sciences Education160

work assignment due just before a new conceptual unit is to
begin. This assignment can be a reading from the popular
press, a website to explore, or a video to watch. It can be an
assignment to find a recent news article relevant to an up-
coming unit on evolution, a personal reflection on how
cancer has influenced their lives, or a question that requires
students to examine their prior knowledge and assumptions
about the upcoming topic. With the advent of online learn-
ing systems, assigned Engagement activities due before the
class session can be read in advance by the instructor and
used as the basis of activities in class.
EXPLORATION (EXPLORE)
Exploration experiences provide students with a com-
mon base of activities within which current concepts
(particularly misconceptions), processes, and skills are
identified and conceptual change is facilitated. Learners
may complete lab activities that help them use prior
knowledge to generate new ideas, explore questions and
possibilities, and design and conduct a preliminary in-
vestigation. (Bybee et al., 2006).
Here instructors construct situations in which students
grapple with a problem and attempt to understand the
material at hand on their own or in groups. Students often
encounter confusion, conflicting ideas, or unanswered ques-
tions during this phase. Exploration is an opportunity for
student meta-cognition, namely a chance for students to
think about what they do and do not understand conceptu-
ally about the topic and identify gaps in their understand-
ing. It provides an opportunity to increase student interest,
elevate their need to know, and articulate their questions.
Exploration should occur before any Explanation or intro-
duction of new terms or information, so that students are
primed and ready to entertain new information, explana-
tions, and ideas (Posner et al., 1982). In a lecture setting, this
Exploration phase may be the opportunity to generate ques-
tions or struggle with a biological problem. In a laboratory,
this Exploration phase may be the beginning portion of a
laboratory investigation.
EXPLANATION (EXPLAIN)
The explanation phase focuses students’ attention on a
particular aspect of their engagement and exploration
experiences and provides opportunities to demon-
strate their conceptual understanding, process skills,
or behaviors. This phase also provides opportunities
for teachers to directly introduce a concept, process, or
skill. Learners explain their understanding of the con-
cept. An explanation from the teacher or the curriculum
may guide them toward a deeper understanding, which
is a critical part of this phase. (Bybee et al., 2006).
All aspects of the 5E model assume active participation by
students, and the Explain phase is no different. Optimally,
the Explanation phase involves active participation by both
instructor and students. In college and university science
classrooms, the Explanation phase is likely most often an
instructor-led lecture. It is a time for introduction of com-
mon terms that provide students entry into the language of
science. In addition, it is the time that students are inculcated
into how scientists in the past have categorized, labeled, and
considered the biological entities being discussed. In addi-
tion, it is a time that the instructor (with students) can
address questions and confusions and ideas that have arisen
in the process of Exploration. Research on learning would
suggest that after priming their minds in the Exploration
phase, students are more likely to have questions and con-
fusions that can make lectures more meaningful, interactive,
and participatory. The Explanation phase may also include a
variety of peer teaching and learning activities (e.g., jigsaw
discussions [Clarke, 1994]).
ELABORATION (ELABORATE)
Teachers challenge and extend students’ conceptual
understanding and skills. Through new experiences,
the students develop deeper and broader understand-
ing, more information, and adequate skills. Students
apply their understanding of the concept by conduct-
ing additional activities. (Bybee et al., 2006).
A major goal in science education is for students not only
to master the biological concepts being presented, but also
be able to apply those ideas appropriately to novel contexts
and situations. During the Elaboration phase, instructors
explicitly guide students in how to do this and give them
opportunities to practice the application of their new under-
standings. Placed after the Explanation phase—which
should have addressed students’ confusions, introduced
new terms and ideas, and led to some conceptual resolu-
tion—the Elaboration phase lets students try out their new
knowledge. Elaboration can include the assignment of new
biology problems in new contexts, design of the next step of
an investigation, or any of a number of other assignments
and projects that follow the Explanation phase but precede
formal Evaluation of student learning.
EVALUATION (EVALUATE)
The evaluation phase encourages students to assess
their understanding and abilities and provides opportu-
nities for teachers to evaluate student progress toward
achieving the educational objectives. (Bybee et al., 2006).
The Evaluation phase is perhaps the most familiar to
college science faculty and easily recognizable in current
teaching practices. During Evaluation instructors provide
opportunities for students to reflect on and demonstrate
their understanding or mastery of the concepts and skills
that have been explored. While Evaluation can be an in-class
quiz or exam, it need not be limited to these modalities.
Evaluation can be the development and/or presentation of a
product such as a poster reporting on a lab investigation, a
pamphlet to educate others about the biological basis of a
disease, or a final paper with a critical analysis of a research
journal article.
Research on the impact of using learning cycle models—
such as the 5E model and its predecessors—has been con-
ducted in a variety of disciplines and teaching contexts from
elementary school through college (e.g., Linn and Their,
Approaches to Biology Teaching and Learning
Vol. 9, Fall 2010 161

1975; Renner and Paske, 1977; Lowery et al., 1980). Lawson
examined and synthesized the results of more than 50 such
research studies and found that many documented improve-
ment in students’ conceptual understanding and scientific
reasoning, as well as more positive attitudes toward science
among students (Lawson, 1995; Lawson, 2001).
REVISITING THE ORDER OF YOUR LAST
CLASS SESSION
So, let’s return to the last class session that you taught (see
above). What were all the components of that class session
(e.g., lecture, small group discussion, clicker question, quiz,
investigation)? In considering what you’ve just read about
the 5E model, which of these components would you clas-
sify as including Engage activities? Explore activities? Explain
activities? Elaborate activities? Evaluation activities? In what
order did they occur? How well does that order reflect the 5E
model? You may already be using these elements, without
being aware of the formal construct. In what ways might you
adjust your usual classroom plan to bring the order of things
more into alignment with the arc of how most people learn?
STRATEGIES FOR USING THE 5E MODEL TO
ALIGN TEACHING WITH LEARNING
Making every classroom session that we teach conform to a
5E approach is not the goal; rather we wish to use the 5E
model to look at the extent to which the order of the learning
experiences we are using aligns with what is known about
maximizing student learning. A variety of instructor chal-
lenges may be addressed in this way, as illustrated below.
Instructor Dilemmas
“I’ve heard about all these innovative teaching strate-
gies being used in biology, but I just don’t know
where to start to change from only lecturing.”
“I feel like I have all sorts of teaching tools that I’ve
learned about, but I can’t figure out when to use which
ones.”
Potential 5E Strategy: Design class sessions to have
at least two components of the 5E model, even if
you can’t hit all five in a given class meeting
Start small, for example by adding an Engage activity where
students write and think about what they already know
before the lecture. It can take as little as 2–3 minutes. If you’d
like to give them a chance to Explore these ideas with their
colleagues, try using a think-pair-share (Smith et al., 2009;
Tanner, 2009) for 3–5 minutes. Alternatively, ask students to
write down the “muddiest point” or “most confusing point”
during your lecture and have students hand that in as an
Evaluation exit ticket at the end of class. In large classes that
number in the hundreds, reading even 10% of these “mud-
diest point” Evaluations can give you insights into where
and how to start the next class most usefully. For many
instructors, the first step in applying the 5E model is to add
any one other component to their classroom plan in addition
to using the lecture to Explain.
Instructor Dilemmas
“I don’t have time to connect the biology I teach to real
life. I have too much to cover to do that. And it’s not
needed—majors are already inherently interested in the
biology I’m teaching.”
“What I’m about to tell students is not something
they’re going to have any prior experience with, so it
doesn’t make sense to ask students to think about
what they know before I start lecturing.”
Potential 5E Strategy: Start your class session with
something that Engages students and/or elicits their
prior knowledge
Based on what is known about learning, engaging students
is essential for good results and it can take as little as 5
minutes. While majors and nonmajors may have different
career goals in relationship to biology, they are all still
humans who need to see the rationale for and relevance of
the material at hand, as captured in the ever-present refrain
of “Why do I need to know this?!?” Engaging students can
be as simple as asking them what they already know about
the day’s topic before you start; this strategy has the bonus
of revealing what students already know (Allen and Tanner,
2002). Asking students to evaluate a challenge statement—a
statement based on a common misconception—can be use-
ful for getting students to realize that they still have things
to learn. Additionally, Engage activities can include brief
demonstrations, personal stories, a current events story,
and/or a video clip or television advertisement pertinent to
the biological topic at hand, as well as a problem scenario or
assessment question. Finally, the Engage activity for a new
unit or topic can come at the end of the previous class
session, especially if you are trying to find out what students
already know, or in the form of a homework assignment that
challenges them to find a news report relevant to the next
class topic.
Instructor Dilemmas
“I usually start my lab section with an introductory
lecture that lasts 30–45 minutes, but students rarely
ask any questions until we’re halfway through the lab.”
“I’ve tried to get students talking at the end of class
after I lecture. I give them all the information they
would need before I ask them to talk, but then they
don’t seem to have anything to say.”
Potential 5E Strategy: Allow for at least some
Exploration before you begin an Explanation
It is often a challenge for students to appreciate the gems of
wisdom that instructors tell them because they don’t see the
usefulness of the information. Allowing students at least a
short amount of Exploration time to attempt to solve a
problem, make a prediction about an experiment, or answer
a complex question before any instructor-led Explanation
can prime students to be ready to receive new information.
In the case of the laboratory class, this may mean that only
brief instruction or a demonstration is used at the beginning
of a lab; the instructor then waits and watches for most
students to recognize the challenges and only then delivers
K. D. Tanner
CBE—Life Sciences Education162

a mini-lecture just when students are most in need of new
information. Similarly, interleaving student discussion with
lecture can provide short thought-Explorations in which
students can identify their questions and confusions and
then be ready and looking for the answers to those questions
during the lecture. So, consider placing mini-lectures in the
middle or at the end of class sessions, as opposed to at the
beginning. Allow for Exploration time before you begin new
Explanation.
Instructor Dilemmas
“Students in office hours tell me that they understand
what I’m saying during lecture, but as soon as they go
home they’re confused again.”
“I construct test questions so that my students will
have to apply the concepts they’ve learned to do well
on the exam, and I don’t understand why they always
seem to do so poorly on these questions.”
Potential 5E Strategy: Build in exercises that require
students to practice Elaboration and apply concepts
to new situations before they encounter that
challenge on exams
We have all likely had the experience of understanding
something so clearly upon listening to an expert explain it
and then, in the quiet of our own minds, being unable to
reconstruct the ideas and why they were so insightful at a
later point. Such is the experience of novices in biology
classes on a regular basis. As instructors, we recognize that
providing students with structured opportunities to Elabo-
rate on what they have learned and apply it in new contexts
is a critical part of teaching. Yet, so often, the Elaboration
phase of learning is left to students to figure out outside of
class. Elaboration activities can be as simple as giving stu-
dents another chance to grapple with a problem or challenge
that was used as an initial Engage or Explore activity. It can
happen inside the classroom or can be a homework assign-
ment, in particular by giving students the challenging, higher-
order questions that you want them to be able to answer on
the exams. Some instructors give students all the questions
that will be on the exams at the beginning of the semester,
telling students that these are the types of situations they
need to be able to think through. Good questions not only
give students Elaboration activities in advance, they also
help students to recognize the kinds of information they
should be looking for in lectures and class activities to help
them grapple with the complex, applied questions that arise
on exams and in life.
Instructor Dilemmas
“By the time I figure out what my students don’t
understand while grading the exams, it’s too late to go
back and change anything.”
“I often leave my lectures not really sure what the
students got and didn’t get.”
Potential 5E Strategy: Collect some form of
Evaluation evidence every class session
Evaluation of student thinking and learning does not always
require a formal exam, graded in detail! Something as sim-
ple as a minute paper on an index card, a drawing activity,
a low-stakes, ungraded clicker question, or a weekly reflec-
tive journal entry through an online system are all simple
ways to regularly include Evaluation of student thinking
into classroom teaching. However, this regularity also de-
mands a different instructor stance with respect to grading.
Not all of the Evaluation evidence (assessments) collected
from students needs to be graded. Points can be given for
effort and completion of assignments, regardless of the cor-
rectness of the results. In fact, grading all student evidence
collected discourages students from revealing confusions
and questions, which is essential for their learning. Reg-
ular integration of Evaluation components into classes
will not only provide opportunities for students to self-
evaluate their understanding but also give the instructor
insights that can direct the focus and flow of upcoming
class sessions.
Given the ideas described above, how might the 5E ap-
proach guide small changes in how you structure a series of
learning experiences in one of your classes? How could you
add a brief component to your existing class session plan
that would Engage students by revealing the relevance of
the material to their own lives? What might it look like to
give students time to Explore the concept at hand and iden-
tify their confusions before beginning a lecture Explanation
about that material? And when, before the day of the exam,
could students be challenged to Elaborate on their new
knowledge, revise old ideas, and apply their new under-
standings in new contexts? Note that the order of teaching
and learning suggested by the 5E model is often different
from what students are used to experiencing. As such, it is
often helpful to be explicit with students about what you are
doing, in what order, and why, and to let them know that
the approach is based on research about how students like
themselves can best learn biology.
IN CONCLUSION
Though the 5E model was developed primarily to aid K–12
science teachers in achieving more effective lesson planning
and teaching, its grounding in what is known about how
humans learn makes it widely applicable to instruction of
students at all cognitive levels. In addition, the 5E approach
can be used in developing a research seminar, a lab meeting
structure, a conference sharing session, a faculty meeting, a
negotiation session with an administrator, or any other
venue where you want one or more humans to leave with
different ideas than they began with. Higher education re-
searcher James Fairweather has argued that the changes in
college and university biology teaching need not be big
changes to have a profound impact (Fairweather, 2008).
Consideration of the order of events happening in class-
rooms using the 5E model can point us in the direction of
just these kinds of small changes.
Approaches to Biology Teaching and Learning
Vol. 9, Fall 2010 163

POSTSCRIPT
This Approaches to Biology Teaching and Learning feature
was constructed with the 5E model in mind. The opening
quotation and PBJ Dilemma are meant to Engage the reader,
indicating what types of teaching frustrations the article will
address. The charge to the reader in the second section to
consider the structure and order of their last teaching session
prompts a thought-based Exploration about the concepts at
hand in the reader’s own context. The introduction of the
brief history of learning cycles, how people learn, and the
components of the 5E model introduces the reader to new
terms and ideas and is a one-sided Explanation phase. The
second charge to the reader to revisit their last class session
and its order, along with the articulation of several starting
strategies for using the 5E model in college science teaching,
serves as a prompt for an Elaboration exercise by the reader.
And finally, the conclusion section offers questions for the
reader as more of a self-evaluation than an Evaluation of the
effectiveness of this article per se. I would appreciate you
sharing your own Evaluation of this article with me, either
the next time our paths cross in person or through email
(kdtanner@sfsu.edu)!
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Bruner, J. S. (1961). The act of discovery. Harv. Educ. Rev. 31, 21–32.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C.,
Westbrook, A., and N. Landes. 2006. The BSCS 5E instructional
model: origins, effectiveness, and applications. Colorado Springs:
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