The 5E model is based on the theory of constructivism and differs from the traditional approach to learning. Students form basic knowledge only with the help of experience because knowledge cannot be transferred in finished form. The student will remember well only what he personally experienced. Using the 5E model, the quality of information delivery is higher than in traditional teaching, where lectures and theory predominate.
In relation to the 5E model, the lesson consists of five stages: Engage, Explore, Explain, Elaborate, and Evaluate. In the first stage, the main goal is to involve students in the learning process. On the second, students learn the new topic directly through the new experience. In the third stage, the teacher helps students to summarize the knowledge gained and answers all questions (Keeley, 2017). Further, there is a test in practice and work to apply and consolidate knowledge. At the final stage, the teacher and students jointly evaluate the understanding of the new topic and the work done (Elliott, n.d.). Therefore, the students not only gain knowledge but also develop practical skills and abilities.
In conclusion, the 5E model simplifies lesson planning as it breaks it down into separate stages with its own goals, tasks, and activities. The teacher’s goal is to help students build the knowledge they need at the current moment in time. The teacher is able to provide the details, and explain new terms, rules, and information effectively. Therefore, the teacher offers the tasks and creates conditions in the classroom to release the potential of each student, teach them to think and solve problems in a constructive way, learn from new experience and try it on themselves while obtaining new knowledge. The 5E learning model is useful for lessons, informing science programs and unit development.
References
Elliott, J. (n.d.). What is the 5E model of science instruction? What I Have Learned. Web.
Keeley, P. (2017). Embedding formative assessment into the 5E instructional model. Science and Children, 55(4), 28-31. Web.