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BSCS 5E Teaching Model The Model is grounded in constructivism;

BSCS 5E Teaching Model The Model is grounded in constructivism; It consists of 5 phases: engagement, exploration, explanation, elaboration and evaluation;

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BSCS 5E Teaching Model The Model is grounded in constructivism;

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  1. BSCS 5E Teaching Model The Model is grounded in constructivism; It consists of 5 phases: engagement, exploration, explanation, elaboration and evaluation; The model is widely used in teacher training programme and it can facilitate inquiry-based learning with an emphasis on thoughtful inquiry and decision making;

  2. BSCS 5E Teaching Model This inquiry approach is also believed to be especially beneficial to gifted students who would prefer a more autonomous inquiry way of learning; The model has been used in the design of BSCS (Biological Sciences Curriculum Study) curriculum materials since the late 1980s;and

  3. BSCS 5E Teaching Model there is research data supporting that BSCS 5E Model may help enhancing students’ inquiry and critical thinking skills as well as creativity.

  4. BSCS 5E Model Engage Explore Explain Elaborate Evaluate

  5. (Dr. Mark Salata)

  6. Engagement If we put the beads into the bottle of water, it swells and we cannot distinguish them from the water since its refractive index is very near to that of water. Do you observe anything special about the bottle?

  7. 1.Engagement Ask students to predict what would happen if they light 3 candles (tall, medium, short) at the same time and then put a gas jar over them. 2. Exploration – predicting, observing, communicating, inferring, constructing

  8. 2. Exploration

  9. 2. Exploration

  10. 3. Explanation Students are required to use mind maps to explain what they observed in the “candle” experiment

  11. Explanation

  12. 4. Elaboration Elaboration-predicting, forming hypothesis, communicating Student-applies concepts to a similar or new context Teacher-provides similar or new context to apply ideas

  13. 4. Elaboration Trying to find evidence to support the hypothesis Carrying out further experiments

  14. Students are required to design experiments to further explore the “candle” experiment. They may devise experiments to find evidence to support their hypotheses. Through such new experiences, they develop deeper and broader understanding, more information and skills in scientific investigations.

  15. 5. Evaluation Any unclear areas or questions which may have developed? Students are encouraged to assess their understanding and abilities. Teachers can evaluate students’ progress.

  16. References: • http://www.bscs.org • http://www.bscs.org/pdf/bscs5eexecsummary.pdf

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