- Since the 20th century there has been a shift from behavioural theories to cognitive and constructivist teaching approaches. The new approach is rooted in the motto 'Let us teach students the process of knowledge discovery than knowledge itself' - More recently there has been a shift to inquire approaches and the credo is 'knowing is not enough; we must apply' - The 5E model was developed based on this inquiry approach and is the most widely used model in the long term process. - Lot of research has been done to show the effectiveness of the 5E model on learning outcomes like conceptual change and higher order thinking. The model consists of five stages: - Engage - start with some topics that pique curiosity - Explore - do some activities to explore further - Explain - understand and explain concepts - Elaborate - additional activities to extend understanding - Evaluate - assess and see if objectives are met - Inquiry vs Expository strategies - Expository strategies are taught deductively by going from general to specific. Limited scope to build skills. - In inquiry based strategies, students learn by discovery. They can only be materialised with scientific process skills like observing, inferring, measuring, etc. - Classification is a skill that's worth developing in children early on. By exposing them to different types of objects and categories you can teach them to classify objects in different ways. - Measurement is another activity that's worth teaching. You can teach measurement of any geometric object. - You can also teach children to predict and infer. For example you want to predict if an egg will float or sink and then test out your guess. It teaches them about the scientific method. - In its most general sense, critical thinking refers to an individual not accepting a piece of information as it is, but filtering it through their cognitive processes and evaluating it based on certain criteria - The low rate in this finding may be attributed to the measurement tool, because it is much easier to develop multiple-choice tests that measure development at the level of knowledge and comprehension than it is to develop tests that measure thinking skills at higher levels of Bloom’s taxonomy. - Based on our analysis, it does not seem possible that the learning of scientific reasoning skills will take place with the unenhanced 5E model. The suggestion here is to make some changes so that students can reproduce existing knowledge as if they have discovered it for the first time using the scientific method. - It is believed that the focus in these empirical studies on students’ cognitive output (at the level of knowledge and comprehension) and the low number of studies on students’ cognitive outcomes related to higher-order thinking skills is a direct result of the difficulties teachers face in measuring thinking skills. ---- Ünlü, Zeynep & Dökme, İlbilge. (2022). A systematic review 5E model in science education: proposing a skill-based STEM instructional model within the 21st century skills. International Journal of Science Education. 44. 1-21. 10.1080/09500693.2022.2114031. - [Link](https://www.researchgate.net/publication/363283467_A_systematic_review_5E_model_in_science_education_proposing_a_skill-based_STEM_instructional_model_within_the_21-st_century_skills)