Learning Models: Original Material by Dr. Mike Rapatan and Dr. Jade O. Alberto

Learning Models
Original Material by Dr. Mike Rapatan and

Dr. Jade O. Alberto
The science education
community has embraced no
idea more widely than “inquiry,”
or “inquiry-based instruction.”
National Research Council. 1996. National Science

Education Standards. Washington, D.C.: National
Academy Press.
OBJECTIVES OF THE SESSION:
1. Familiarize the 5E/7E learning models as an

approach in teaching science through inquiry
2. Describe the different stages of the 5E and 7E
models of learning
3. Identify the difference between the two models of
learning
4. Design a science lesson using the 5E learning
model and plot the same in the DLL template.
Checking of Prior Knowledge…FACT or BLUFF
1. The 5E/7E learning model follows Inquiry-
based teaching-learning that involves
FACT
obtaining supporting evidence to answer the
question(s).
2. Teachers must always apply the scientific BLUFF
method when they prepare the DLL.
3. As long as there are hands-on activities in a
science class, the lesson follows the 5E/7E
BLUFF
learning model.
4. 5E model follows the natural way that we
solve problems in everyday life. FACT
Concept Checking…(Short Quiz)
A.
Explain
B.
Evaluate
C.
Elaborate
D.
Explore
E.
Engage
5E Learning Model
Elaborate
5E STAGE TEACHERS SHOULD AVOID… INSTEAD, TEACHERS SHOULD…
ENGAGE Starting the lesson by explaining the Hook student interest in the topic or
topic. arouse their curiosity
with a problem question.
EXPLORE Allowing students to do whatever they Put direction in the inquiry and set
want. parameters. Have hands-on work .
EXPLAIN Doing all the talking. Ask students to present their

findings and reasons. Then give
feedback on their answers and other
need inputs.
ELABORATE Giving a test at once after discussion. Extend student learning to new
situations and to new challenges.
EVALUATE Assessing only with a written objective Use also open-ended and application
type test. types of assessments.
5E Learning Model vs 7E Learning Model
Sometimes a current model must be

amended to maintain its value after new
information, insights, and knowledge have
been gathered. Such is now the case with
the highly successful 5E learning cycle and
instructional model.
National Research Council. 2006. National science

education standards. Washington, D.C.: National
Academy Press.
5E Learning Model
vs
7E Learning Model
Eliciting and Engaging
Current research in cognitive science has shown
that eliciting prior understanding is a
necessary component of the learning
process.
The engage component in the 5E model is
intended to capture students’ attention, get
students thinking about the subject matter,
raise questions in students’ minds, stimulate
thinking, and access prior knowledge.
• The importance of
eliciting prior
understandings in
ascertaining what
students know prior to a
lesson is imperative.
• Recognizing that
students construct
knowledge from existing
knowledge, teachers
need to find out what
existing knowledge their
students possess.
• Failure to do so may
result in students
developing concepts very
different from the ones
the teacher intends
(Bransford, Brown, and
Cocking 2000).
• Teachers may elicit prior understandings is by framing a
“what do you think” question at the outset of the lesson.
• For example, teachers may engage students by

creating surprise or doubt through a demonstration that
shows a piece of steel sinking and a steel toy boat
floating. The corresponding conversation with the
students may access their prior learning. The students
should have the opportunity to ask and attempt to
answer, “Why is it that the toy boat does not sink?”
Elaborating and Extending
The elaborate phase of the learning cycle
provides an opportunity for students to apply
their knowledge to new domains, which may
include raising new questions and
hypotheses to explore.
The extend component teachers need to make
sure that knowledge is applied in a new
context and is not limited to simple
elaboration.

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Learning Models

Original Material by Dr. Mike Rapatan and

National Research Council. 1996. National Science

1. Familiarize the 5E/7E learning models as an

EXPLAIN Doing all the talking. Ask students to present their

Sometimes a current model must be

National Research Council. 2006. National science

• For example, teachers may engage students by

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