\n

\n Watch a video clip \u2018The 5E Model: A Strategy for the High School Chemistry Classroom’\u00a0(Pham, 2014). (9:06)\n <\/p>\n

\n If you cannot access the video, read the article:\u00a0\u00a0Empowering students: The 5e model explained. (n.d.)\u00a0Lesley University.\u00a0\u00a0https:\/\/lesley.edu\/article\/empowering-students-the-5e-model-explained\n <\/p>\n

\n Using your thoughts about the 5E Model of instruction, write a reflection. that is based on your personal experience. \u00a0cite at least one outside source and two from the ones provided\n <\/p>\n

\n This assignment will be assessed using the\u00a0Portfolio Activity rubric. \u00a0https:\/\/my.uopeople.edu\/pluginfile.php\/1548114\/mod_book\/chapter\/324073\/5282PA-Rubric.pdf\n <\/p>\n

\n References\n <\/p>\n

\n 1. Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills.\u00a0The National Academies Board on Science Education.\u00a0http:\/\/sites.nationalacademies.org\/cs\/groups\/dbassesite\/documents\/webpage\/dbasse_073327.pdf\n <\/p>\n

\n
• \n This paper addresses potential connections between the development of 21st century skills and an instructional model used by the Biological Sciences Curriculum Study (BSCS). That model is referred to as the BSCS 5E instructional model. This paper draws upon a report for the National Institutes of Health, Office of Science Education (Bybee, 2009).\n <\/li>\n<\/ul>\n

  \n 2.\u00a0\u00a0Empowering students: The 5e model explained. (n.d.)\u00a0Lesley University.\u00a0https:\/\/lesley.edu\/article\/empowering-students-the-5e-model-explained\n <\/p>\n

  \n
  • \n Lesley University explains what the 5e Model is and how teachers can integrate it into their classroom instruction. In addition to applying the model to classroom practice, the effectiveness of using this model is also explained and explored.\n <\/li>\n<\/ul>\n

    \n 3. Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students\u2019 misconceptions.\u00a0International Journal of Teaching and Learning in Higher Education,\u00a021(2), 266.\u00a0https:\/\/digitalcommons.georgiasouthern.edu\/cgi\/viewcontent.cgi?article=1000&context=ct2-facpubs\n <\/p>\n

    \n
    • \n This article defines what a discrepant teaching event is and compares and contrasts discrepant\u00a0science\u00a0events and discrepant\u00a0teaching\u00a0events (Longfield, 2009). Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an \u201cinquiry stance\u201d to teaching as a way to address students\u2019 misconceptions of discipline-specific concepts.\n <\/li>\n<\/ul>\n

      \n 4. Mills, J. E., & Treagust, D. F. (2003). Engineering education\u2014Is problem-based or project-based learning the answer?\u00a0Australasian Journal of Engineering Education,\u00a03(2), 2-16.\u00a0https:\/\/www.researchgate.net\/profile\/Nathan_Scott2\/publication\/238670687_AUSTRALASIAN_JOURNAL_OF_ENGINEERING_EDUCATION_Co-Editors\/links\/0deec53a08c7553c37000000.pdf\n <\/p>\n

      \n
      • \n This paper discusses the application of problem-based and project-based learning to engineering education and examines the difference between them. It reviews some examples of where they have been used to date and discusses the effectiveness and relevance of each method for engineering education.\n <\/li>\n<\/ul>\n

        \n 5. Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice.\u00a0Journal of Pre-College Engineering Education Research (J-PEER),\u00a01(2), 2.\u00a0https:\/\/docs.lib.purdue.edu\/cgi\/viewcontent.cgi?referer=https:\/\/www.google.com\/&httpsredir=1&article=1036&context=jpeer\n <\/p>\n

        \n
        • \n This article reports research findings showing that problem-solving process is a key component to integrate STEM disciplines; teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices; technology is the hardest discipline to integrate in these cases; and teachers are aware of the need to add more content knowledge in their STEM integration (Wang et al., 2011).\n <\/li>\n<\/ul>\n

          \n Optional Videos\n <\/p>\n

          \n 1.\u00a0Heavy Newspaper – SICK science.\u00a0(2011). Steve Spangier Science.\u00a0https:\/\/www.stevespanglerscience.com\/lab\/experiments\/heavy-newspaper-air-pressure-science-experiment\/\n <\/p>\n

          \n
          • \n This discrepant event can be used as a demonstration by the teacher or as a class activity. On the other hand, students can watch the video followed by class discussion.\n <\/li>\n<\/ul>\n

            \n 2. SanBdoCitySchools. (2014, June 17).\u00a0The 5E model: A strategy for the high school chemistry classroom\u00a0[Video]. YouTube.(9:09) https:\/\/youtu.be\/0BL1eXzKFDo\n <\/p>\n

            \n
            • \n This video explains using the 5E Model of teaching to develop a lesson where students figure out how to propel a model car by a chemical reaction.\n <\/li>\n<\/ul>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

              Watch a video clip \u2018The 5E Model: A Strategy for the High School Chemistry Classroom’\u00a0(Pham, 2014). (9:06) If you cannot access the video, read the article:\u00a0\u00a0Empowering students: The 5e model explained. (n.d.)\u00a0Lesley University.\u00a0\u00a0https:\/\/lesley.edu\/article\/empowering-students-the-5e-model-explained Using your thoughts about the 5E Model of instruction, write a reflection. that is based on your personal experience. \u00a0cite at least […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_joinchat":[]},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/290783"}],"collection":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/comments?post=290783"}],"version-history":[{"count":0,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/290783\/revisions"}],"wp:attachment":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/media?parent=290783"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/categories?post=290783"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/tags?post=290783"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}