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Building on BSCS 5E Inquiry
Science with Knowledge Building
– Conceptualization of a
Collaborative Science Inquiry
Model
Seng-Chee Tan &
Aik-Ling Tan
National Institute of Education
Nanyang Technological University, Singapore
This paper is about…
• Theoretical hybridization of Biological
Sciences Curriculum Study (BSCS) 5E
model of inquiry science with knowledge
building approach.
Why BSCS and KB?
• Both are popular models with impact on
classroom practices
• BSCS has over 73,000 curriculum
materials developed
• KB has presence in at least 19 countries
• A KB community is epitomized by a
scientist community.
• Time to build on…
Science as inquiry
1900 Science as a body of knowledge
to be learnt.
1909 Dewey: Too much emphasis on
the accumulation of
information.
Not enough done to science as a
way of thinking and an
attitude of mind.
Science as inquiry
• School science should emulate authentic
practices such that students assume the
agency of knowledge constructors and
interact with phenomena in informed,
reflective, and critical ways
Rodriguez, 1998
Science as inquiry
Students do not come to understand inquiry simply
by learning words such as „hypothesis‟ and
„inference‟ or by memorizing procedures such as
the steps of the scientific method.
They must experience inquiry directly to gain a
deep understanding of its characteristics.
(NRC, 2000)
The BSCS 5E model of
inquiry (Bybee)
Engage Explore
Evaluate Explain
Elaborate
or
Extend
BSCS 5E - what it looks like
• The effects of forces
• Engage
– two students of different body sizes to push each other and
record what they feel as they pushed each other.
• Exploration
– students to investigate the amount of force required to move a
small weight on four different types of surfaces
• Explain
– students to explain their observations
• Elaboration
– students to take photos of examples of forces at work in their
home environment and propose an explanation on the forces
acting on the object they have identified.
• Evaluation
– feedback from the teacher and peers. Self evaluation.
BSCS 5E model
• BSCS takes a cognitive perspective
• Goal is conceptual understanding through
inquiry
• Learning through social interactions is not
highlighted
Social cultural dimension
• Science learning is a process of
socialization into a professional community,
with its canonical problem niches,
standards of explanation, and modes of
discourse for communal sense-making.
(Hawkins and Pea, 1987, p. 294)
The 6th E (enculturation)
• Foster scientific literacy by enculturating
students into disciplinary practice and
communication (O‟Neil, 2001)
• Engage students in the discourse of the
scientific community and develop
awareness of the values (Barab & Duffy,
2000)
Inquiry with KB
• Brings in social cultural process
• Celebrate diversity and leverage diversity
of ideas for improvement
KB and BSCS
KB Principles
1. Authentic ideas
Exploration 2. Epistemic agency
1, 5, 7
3. Democratizing knowledge
4. Collective cognitive
responsibility
Evaluation 5. Idea diversity
10
Explanation 6. Improvable ideas
Engagement 5, 7, 8
7. Knowledge Building discourse
1,2,3,4
8. Constructive use of authoritative
sources
9. Rise above
10. Embedded assessment
Elaboration 11. Symmetric advancement of
5, 6, 7, 9
knowledge
12. Pervasive knowledge building
6 E model
Progress in
cognitive Cognitive goal:
dimension Improved ideas,
Scientific
knowledge
Enculturation Social cultural goal:
through Symmetric
pervasive advancement of
knowledge knowledge
building in
iterations of 5E
inquiry cycles
Progress in
Naïve ideas, social
everyday cultural
knowledge from dimension
individuals
6E – what it looks like
• Engage
– pairs of students to push each other and record what they feel as
they pushed each other. Students put forth their initial ideas and
questions about “forces” in Knowledge Forum.
• Exploration
– begins with diverse ideas about forces.
• Explanation
– Look up authoritative sources like textbooks or reference books
and engaged in knowledge building discourse by reading and
building on each other‟s notes in the Knowledge Forum.
6E – what it looks like
• Exploration
– Students with common interest were assigned into groups and to
design investigation tasks (e.g. to investigate the amount of force
required to move a small weight on different types of surfaces)
• Explanation
– Students were again engaged in knowledge building discourse to
come up with viable explanations for their investigation, in
Knowledge Forum and in class.
• Elaboration
– The pupils were asked to look for more examples of forces at
work in their home environment (elaboration).
• Evaluation
– Through record of ideas on KF. Evidence of pupils‟ progress
which could be evaluated by the teacher, by self and by peers.
Epistemological difference
• BSCS
– pursuit of truth
• KB
– Pursuit of progress (idea improvement)
Questions?
Linking inquiry across grade
levels
Drawing Experimenting
conclusions Analysing
Investigations Describing Relationships
Between Variables
Acquiring and
Processing Data
Designing
Investigations
Defining Variables Constructing a Graph
Operationally
Constructing Hypotheses
Identifying Variables Constructing a Table of Data
Predicting
Communicating
Classifying
Measuring
Inferring
Observing
natural sciences and science education
Essential features More Amount of Student Self-Direction Less
of science Less Amount of Guidance from More
as inquiry Teacher or Material
pose a question select among Sharpen or accept given
1.Question questions clarify question question
Students engage with an provided
event, phenomenon or
problem when they …
determine what are directed to are given data are given data
2. Evidence constitutes collect certain and asked to and told how to
Students give priority to evidence and data analyse analyse
evidence when they … collects it
Formulate their are guided in are given are provided
3. Explanation own explanation process of possible ways with evidence
Students construct after formulating to use evidence
explanations when they … summarising explanation to formulate
evidence from evidence explanation
examine other are directed are given are provided
4. Connections resources and toward sources possible with
form links to of knowledge connections connections
Students evaluate their
explanations
explanations when they …
form reasonable are coached in are provided are given steps
5. Communication and logical development of guidelines for and procedures
Students communicate and argument to communication communication for
justify their explanations when communicate communication
they … explanations
teacher education ▪ research ▪ outreach
▪
(CPDD Primary Science Syllabus, 2008, p.10-11)
How does the 5E align with
the essential features of
Inquiry?
Essential Features 5-E Model
Question Engage
Evidence Explore
Explanation Explain
Connections Elaborate or Extend
Communication Evaluate
