IDEAS

Model 2: The 5-E Model of Inquiry-based Learning

“The 5-E Model follows the natural way that we solve problems in everyday life.”⁴

Learning Intention

Similar to the steps of the scientific method and utilizing the Inquiry Cycle model, the 5-E Model can be used a guide in developing an inquiry-based lesson plan or structuring the entire course design and is useful in any discipline, not just a science-based curriculum. This model is particularly well-suited for group projects and peer learning.

Overview

By following the natural progression of asking questions based on curiosity, investigating relevant ideas to gather information, and then drawing conclusions or developing explanations to apply and share, students discover information themselves, leading to deeper understanding and greater retention. Instructors act as facilitators and guides rather than sources of information.⁴

Instructions

1. Engage (Tuning In)⁵: Capture students’ interest and pique their curiosity about the topic by uncovering their current ideas about it, including prior knowledge, experience, or misconceptions they might have, and building connections between past and present learning.² Pose a question, define a problem, or showcase a dilemma and ask students to brainstorm what they already know and what they want or need to know in order to answer the question, solve the problem, or resolve the dilemma.¹
2. Explore (Finding Out)⁵: Invite students to develop and participate in investigations of the topic.² The instructor facilitates students’ learning by providing guidance and resources, including readings and materials students might need for experimenting on their ideas.¹
3. Explain (Sorting Out)⁵: Prompt students to articulate what they observed or experienced in the Explore stage so they can make conceptual sense of their ideas. Offer students terminology and formal theories to ground their understanding and provide them tools for verbalizing the abstract ideas they are discovering.¹
4. Elaborate (Going Further)⁵: Deepen students’ understanding of the concepts by asking them to draw reasonable conclusions, make connections to other concepts they are learning, and apply their new knowledge to other questions, problems, or dilemmas.^1,2
5. Evaluate (Action/Reflection)⁵: Assess students’ learning by asking them to demonstrate what they understand by documenting or displaying their ideas. Students might build portfolios, write reflective essays, or deliver presentations to share what they have learned.¹

Considerations

• Consider the Level of Inquiry your students are currently equipped to engage in successfully. Some classes may be able to do most of this process independently, while other classes may need more teacher involvement to model and structure the process.³
• Use clear rubrics to communicate expectations to students and guide your assessment of students learning. Look for sample rubrics other faculty have used or use CIIA’s Rubric Resource to construct your own rubric.
  

References

1. Constructivism and the Five E’s (2001). Posted on Miami Museum of Science’s
   blog, The pH Factor. Available online.
2. Inquiry, the Learning Cycle & the 5E Instructional Model (no date). From the
   Guidelines for Lesson Planning from the Electronic Journal of Science Education. Available online.
3. Lane, J. L. (July 2007). Inquiry-based Learning. Published at Schreyer Institute for
   Teaching Excellence, Penn State University. Available online.
4. Moreno, N.P. (2013) 5-E Model for Teaching Inquiry Science, BioEd Online: Science
   Teacher Resources from Baylor College of Medicine Center for Educational Outreach, Houston, TX. Avalable online.
5. The Journey (no date) Whitby Primary Years Program Exhibition Project. Available online.