Constructivism and the Five E's

8/12/2019 Constructivism and the Five E's

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Constructivism and the

Five E's


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Constructivism.The philosophy about learning,that proposes learners need to build their ownunderstanding of new ideas, has been labeled

constructivism. Much has been researched andwritten by many eminent leaders in the fields oflearning theory and cognition. Scholars such asJean Piaget, Eleanor Duckworth, George Hein,and Howard Gardener have explored these ideas

in-depth. The Biological Science CurriculumStudy (BSCS), a team whose PrincipalInvestigator is Roger Bybee developed aninstructional model for constructivism, called the"Five Es".


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Briefly, this learning approach as it relates to science canbe summarized as follows: Learning something new, orattempting to understand something familiar in greaterdepth, is not a linear process. In trying to make sense ofthings we use both our prior experience and the first-handknowledge gained from new explorations. Initially, ourcuriosity about a science topic is stirred, as we arestimulated by some intriguing phenomena, such as arainbow, we've noticed. We poke, probe, inquire about andexplore this phenomena until it becomes less mysterious.

As we begin to investigate new ideas we can put togetherbits and pieces of prior explorations that seem to fit ourunderstanding of the phenomena under presentinvestigation. In the case of the rainbow, for example, wemay realize that there is an association between sunlightand water vapor. Piece by piece we build knowledge.


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Sometimes when the pieces don't fit together, wemust break down old ideas and reconstruct them.(Following a rainbow to find a pot of gold doesn't

work easily!) We extend our conceptualunderstanding through discussions and creativeefforts. We validate our theories as we solveproblems. In our rainbow example, we may realizethat if we position ourselves properly, we can create arainbow by spraying a water hose in sunlight. The

clarity we've gained in understanding a concept givesus the ability to apply this understanding to newsituations and new mysteries. It is a continuous and avery individual process. We bring to each learningexperience our developmental level, our personalstory and our personal style.


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It is up to the teacher to facilitate the constructivisticlearning process. The structure of the learning environmentshould promote opportunities and events that encourageand support the building of understanding.

We have used an adaptation of BSCS's model to introducethe pH factor. Our instructional model is called the "SevenEs". Investigations and activities are included under theheadings of each E. They are presented to be taught eitherin sequence or independently, at the teacher's discretion.Each investigation is designed to stand on its own and be

introduced when deemed appropriate. A convenient format to view constructivism has been

defined by Biological Science Curriculum Study (BSCS). Inthis models the process is explained by employing five"E"'s. They are: Engage, Explore, Explain, Elaborate andEvaluate.


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Engage.In the stage Engage, the students firstencounter and identify the instructional task. Herethey make connections between past and present

learning experiences, lay the organizational groundwork for the activities ahead and stimulate theirinvolvement in the anticipation of these activities.Asking a question, defining a problem, showing asurprising event and acting out a problematicsituation are all ways to engage the students and

focus them on the instructional tasks. If we were tomake an analogy to the world of marketing a product,at first we need to grab the customer's attention. Wewon't have their attention unless they have a need tobuy the product. They may be unaware of a need,and in this case we are motivated to create a need.


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Explore.In the Exploration stage the studentshave the opportunity to get directly involved withphenomena and materials. Involving themselvesin these activities they develop a grounding ofexperience with the phenomenon. As they worktogether in teams, students build a base ofcommon experience which assists them in the

process of sharing and communicating. Theteacher acts as a facilitator, providing materialsand guiding the students' focus. The students'inquiry process drives the instruction during anexploration.


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Explain.The third stage, Explain, is the point at which the learner begins toput the abstract experience through which she/he has gone /into acommunicable form. Language provides motivation for sequencing events intoa logical format. Communication occurs between peers, the facilitator, or withinthe learner himself. Working in groups, learners support each other's

understanding as they articulate their observations, ideas, questions andhypotheses. Language provides a tool of communicable labels. These labels,applied to elements of abstract exploration, give the learner a means ofsharing these explorations. Explanations from the facilitator can provide namesthat correspond to historical and standard language, for student findings andevents. For example a child, through her exploration, may state they havenoticed that a magnet has a tendency to "stick" to a certain metallic object.The facilitator, in her discussion with the child, might at this stage introduceterminology referring to "an attracting force". Introducing labels, after the childhas had a direct experience, is far more meaningful than before thatexperience. The experiential base she has built offers the student anattachment place for the label. Common language enhances the sharing andcommunication between facilitator and students. The facilitator can determinelevels of understanding and possible misconceptions. Created works such aswriting, drawing, video, or tape recordings are communications that providerecorded evidence of the learner's development, progress and growth.


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Elaborate.In stage four, Elaborate, the students expand on theconcepts they have learned, make connections to other relatedconcepts, and apply their understandings to the world aroundthem. For example, while exploring light phenomena, a learner

constructs an understanding of the path light travels throughspace. Examining a lamp post, she may notice that the shadow ofthe post changes its location as the day grows later. Thisobservation can lead to further inquiry as to possible connectionsbetween the shadow's changing location and the changes indirection of the light source, the Sun. Applications to real worldevents, such as where to plant flowers so that they receive

sunlight most of the day, or how to prop up a beach umbrella forshade from the Sun, are both extensions and applications of theconcept that light travels in a straight path. These connectionsoften lead to further inquiry and new understandings.


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Evaluate.Evaluate, the fifth "E", is an on-going diagnostic process that allowsthe teacher to determine if the learner has attained understanding of conceptsand knowledge. Evaluation and assessment can occur at all points along thecontinuum of the instructional process. Some of the tools that assist in thisdiagnostic process are: rubrics (quantified and prioritized outcome

expectations) determined hand-in-hand with the lesson design, teacherobservation structured by checklists, student interviews, portfolios designedwith specific purposes, project and problem-based learning products, andembedded assessments. Concrete evidence of the learning proceed is mostvaluable in communications between students, teachers, parents andadministrators. Displays of attainment and progress enhance understanding forall parties involved in the educational process, and can become jumping offpoints for further enrichment of the students' education. These evidences oflearning serve to guide the teacher in further lesson planning and may signalthe need for modification and change of direction. For example, if a teacherperceives clear evidence of misconception, then he/she can revisit the conceptto enhance clearer understanding. If the students show profound interest in abranching direction of inquiry, the teacher can consider refocusing theinvestigation to take advantage of this high level of interest.


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Viewing the evaluation process as acontinuous one gives the constructivistic

philosophy a kind of cyclical structure.The learning process is open-ended andopen to change. There is an on going loopwhere questions lead to answers but morequestions and instruction is driven byboth predetermined lesson design and theinquiry process.


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Explore . . . to satisfy curiosity. What the student does that is consistent with this model: Uses inquiry to explore and investigate; to satisfy his/her curiosity about the

chosen concept/topic. Thinks freely, but within the limits of the activity. Tests predictions and hypotheses. Forms new predictions and hypotheses. Experiments with alternatives and discusses then with others. Records observations and ideas. Suspends judgements. What the teacher does that is consistent with this model: Encourages the students to work together with minimum supervision. Observes and listens to the students. Asks probing questions to redirect the students' investigations when necessary. Provides time for students to work through problems. Acts as a facilitator.
http://www.miamisci.org/ph/phpanel.html


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Excite . . . stimulates the learner's curiosity. What the student does that is consistent with this

model: Shows interest in the topic by asking questions, such as: "Why did this happen?"

"What do I already know about this?" "What can I find out about this?" What the teacher does that is consistent with this

model: Creates interest Generates curiosity Raises questions Elicits responses that uncover what the students know or

think about the concept/topic
http://www.miamisci.org/ph/tongue.html


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Explain . . . the concept and define the terms. What the student does that is consistent with this model: Uses various informational resources, group discussions, and teacher

interaction to derive definitions and explanations of the chosen concept. Explains possible solutions or answers to others' explanations. Listens critically to others' explanations. Questions others' explanations. Listens to and tries to comprehend explanations the teacher offers. Refers to previous activities. Uses recorded observations in explanations. What the teacher does that is consistent with this model: Encourages the students to explain concepts and definitions. Asks for justification (evidence) and clarification from students. Formally provides definitions, explanations, and new labels. Uses students' previous experiences as the basis for explaining new concepts.
http://www.miamisci.org/ph/hoh.html


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Expand . . . discovering new applications. What the student does that is consistent with this model: Applies new labels, definitions, explanations and skills in new, yet

similar situations. Uses previous information to ask questions, propose solutions,

make decisions, and design experiments. Draws reasonable conclusions from evidence. Records observations and explanations. Checks for peer understanding. What the teacher does that is consistent with this model: Expects the students to use formal labels, definitions, and

explanations provided previously. Encourages the students to apply or extend the concepts andskills in new situations.

Reminds students of the existing evidence and data and asks: What do you already know? Why do you think . . .

.


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Extend . . . the concept into other content areas. What the student does that is consistent with this

model: Makes connections and sees relationships of the

concept/topic in other content areas.

Forms expanded understanding of original concepts/topics. Makes connections of concept/topic to real world situations. What the teacher does that is consistent with this

model: Looks for concepts connecting with other concepts/topics

and/or with other content areas.

Asks probing questions to help students see relationshipsbetween concept/topic and other content areas.
http://www.miamisci.org/ph/jbean.html


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Exchange . . . ideas, lesson plans, or experiences. What the student does that is consistent with this

model Shares information about the concept/topic with others via

cyberspace.

Collaborates by sharing interest with others viacyberspace. What the teacher does that is consistent with this

model Shares information about the concept/topic with others via

cyberspace.

Collaborates by sharing interest and/or activities withothers via cyberspace
http://www.miamisci.org/ph/exchange.html


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Examine . . . the student's understanding. What the student does that is consistent with this model Answers open-ended questions by using observations, evidence, and

previously accepted explanations. Demonstrates an understanding or knowledge of the concept or skill. Evaluates his or her own progress and knowledge. Uses alternative assessments to demonstrate their understanding of the

concept/topic. What the teacher does that is consistent with this model Observes the students as they apply new concepts and skills. Assesses students' knowledge and/or skills. Looks for evidence that the students have changed their thinking or behaviors. Allows students to assess their own learning and group-process skills. Asks open-ended questions like:

Why do you think . . . ? What evidence do you have? What do you know about . . . ? How would you explain . . . ?
http://www.miamisci.org/ph/examine.html

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Constructivism and the Five E's