Teaching Inquiry

The 5E Model
 What is Inquiry?
• Inquiry is a general term for the processes
by which scientific knowledge is
developed.
• Scientific inquiry encompasses the
processes in which scientists ask
questions, make predictions, carry out
investigations, gather evidence, and
propose explanations.
 School Inquiry
• Inquiry in science education is a thinking
skill that can extend beyond science class.
• Students learn to ask questions, gather
appropriate evidence, and use evidence to
support their conclusions.
• School inquiry is usually much less
sophisticated than authentic scientific
inquiry.
Types of Scientific Studies

• Experiments: testing hypotheses by

manipulating variables.
• Correlational studies: finding
connections between different
phenomena.
• Descriptive studies: discovering,
describing, classifying, and categorizing.
 Myths About Inquiry

• “Inquiry is doing hands-on science.”

• “If students do inquiry, they will
understand inquiry.”
• “Inquiry is using the scientific method.”
• “Inquiry is unstructured and chaotic.”
• “Inquiry is asking students questions.”
 Inquiry Continuum
• (Handout)
• “Cookbook” labs tend to fall at the
“Teacher Guided” end of the continuum.
• Independent projects arising from a
student question fall at the “Learner Self-
Directed” end of the continuum.
• Between the two ends falls guided inquiry.
Essential Features of Inquiry
 Engagement

• Students must first

be engaged by a
driving question
about a natural
event.
 Evidence

• Students give
priority to evidence
rather than opinion
or belief when
addressing
scientifically-
oriented questions.
 Explanations

• Students use
evidence to develop
explanations about
natural events in
order to answer
their questions.
 Evaluate

• Students evaluate
their explanations
by considering
alternative
explanations, and
consider which is
best supported by
evidence.
 Communicate

• Students clearly
communicate their
findings to others
and justify their
explanations using
evidence.
The 5E Model
 Engage
• An introductory
stage where the
teacher captures the
students’ interest.
This may involve:
• demonstration
• reading aloud
• assessing prior
knowledge
• asking questions
 Explore

• Students carry out

cooperative
activities to explore
the topic and to
develop a common
set of concrete
knowledge.
 Explain
• Students develop
their own
explanations and
listen to each
other’s. The teacher
clarifies concepts,
introduces
vocabulary, and may
correct
misconceptions.
 Elaborate

• Students carry out

further activities to
deepen their
knowledge, answer
new questions, or
confront
misconceptions.
 Evaluate
• The teacher
evaluates student
learning of concepts
and skills.

• Evaluation may lead

into a new 5E cycle
of learning to
expand on or correct
concepts.