Examination of R. W. Bybee's 5E Instructional Model: Comparison with R. Karplus' Learning Cycle model

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  • ONUKI, Mamoru
    日本学術振興会特別研究員・教育方法学講座博士後期課程3回生

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  • R.W. バイビーの5E指導モデルに関する検討 -- R. カープラスの学習サイクルとの比較を通して--
  • R. W. バイビー ノ 5E シドウ モデル ニ カンスル ケントウ : R. カープラス ノ ガクシュウ サイクル ト ノ ヒカク オ トオシテ

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Abstract

This paper examines the 5E instructional model advocated by R.W. Bybee, who conducted scientific educational research in the USA, by comparing it with learning cycle model advocated by R. Karplus. The Learning cycle model plays a role in helping educators and teachers design learning activities in unit or curriculum development. Karplus' Learning cycle consists of three phases, exploration, invention and discovery. In comparison, the 5E instructional model is consist of five phases, engagement, exploration, explanation, elaboration and evaluation. Comparisons show that the 5E instructional model has the following two new meanings: (1) The 5E instructional model regards engagement and evaluation, which are included as indiscrete phases in the original learning cycle, as one phase. The 5E instructional model formulated phases that are important for students to master in order to understand scientific concepts more clearly. (2) The 5E instructional model incorporates the theory of cooperative learning into exploration phase and elaboration phase, and adds an evaluation phase. Thereby, Bybee brings the 5E instructional model closer to the actual process of scientific inquiry. The 5E instructional model suggests a way to design units in which students learn not only scientific concepts but also about the process of scientific inquiry itself and the nature of science.

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