Understanding the 5Es model of inquiry based learning in CBE

The 5E Instructional Model, commonly known as the BSCS 5E Model, is a research-based framework for inquiry-driven teaching developed by the Biological Sciences Curriculum Study in the late 1980s under the leadership of Rodger W. Bybee.

It evolved from earlier learning cycle models pioneered by Robert Karplus and is deeply rooted in constructivist theory, which views learning as an active process in which learners construct knowledge through experience, reflection, and social interaction. Rather than positioning the teacher as the sole transmitter of information, the model restructures classroom practice so that learners investigate, question, articulate, and apply ideas in a guided sequence that promotes conceptual change and long-term understanding.

The model is organized into five interrelated phases: Engage, Explore, Explain, Elaborate, and Evaluate. These phases are not rigid compartments but a logical progression that mirrors how understanding develops. Learning begins with engagement, where curiosity is sparked and prior knowledge is activated. At this stage, the teacher introduces a phenomenon, question, or real-world problem that stimulates interest and reveals learners’ preconceptions. Importantly, the teacher does not provide immediate explanations. Instead, students are encouraged to voice their initial ideas, even when those ideas contain misconceptions. This creates a productive cognitive tension—a “need to know”—that motivates further inquiry.

The exploration phase follows, placing learners at the center of investigation. Students participate in hands-on activities, collaborative tasks, experiments, discussions, or problem-solving exercises that allow them to gather evidence and test ideas. During this stage, the teacher’s role shifts to that of facilitator, offering materials, posing probing questions, and observing learning processes without prematurely correcting errors.

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This guided discovery approach helps learners build ownership of knowledge. It also strengthens scientific and analytical skills such as observing, hypothesizing, comparing, and drawing preliminary conclusions. In competency-focused systems, this phase is particularly powerful because it nurtures collaboration, communication, and critical thinking.

Explanation emerges after exploration. Students first articulate their findings in their own words, defending their reasoning and referencing evidence from their investigations. Only after learners attempt to construct explanations does the teacher introduce formal terminology, clarify misconceptions, and connect student ideas to established disciplinary concepts. This sequencing is essential. When formal explanations are grounded in prior experience, learners are more likely to internalize them meaningfully rather than memorize them superficially. The teacher’s guidance ensures conceptual accuracy while respecting the learner’s active role in meaning-making.

Elaboration deepens and extends understanding. Learners apply newly acquired knowledge to unfamiliar situations, broader contexts, or interdisciplinary tasks. They might solve more complex problems, analyze new case studies, design projects, or connect concepts to real-world issues. This transfer of knowledge is a hallmark of deep learning. When students can apply ideas beyond the original lesson context, it demonstrates conceptual mastery rather than rote recall. Elaboration also supports higher-order thinking skills, encouraging synthesis, creativity, and innovation. In modern curricula that emphasize real-life application and competency development, this stage ensures that learning moves beyond classroom abstraction.

Evaluation occurs throughout the process but becomes particularly visible at the end of the learning cycle. Both teachers and students assess progress toward learning objectives. Assessment may include reflective journals, performance tasks, presentations, peer assessments, portfolios, or quizzes. Importantly, evaluation within the 5E framework is not limited to summative testing. It incorporates formative assessment, allowing teachers to identify misconceptions early and adjust instruction accordingly. Students engage in metacognition, reflecting on what they have learned and how their understanding has evolved. This self-awareness fosters independence and lifelong learning habits.

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The strength of the 5E model lies in its coherence and adaptability. Though originally designed for science education, it applies effectively across disciplines. In language and literature classrooms, for example, teachers can engage learners with provocative quotations or dramatic scenes, guide exploration through textual analysis, introduce literary terminology during explanation, extend understanding through creative or comparative tasks, and evaluate through reflective writing or peer review. The structure supports active engagement without sacrificing academic rigor.

Furthermore, the model aligns seamlessly with competency-based education reforms that prioritize inquiry, collaboration, problem-solving, and authentic assessment. Its emphasis on scaffolding, especially during exploration and explanation, accommodates diverse learners by providing graduated support. Teachers can adjust the complexity of tasks, group learners strategically, and provide guiding questions to ensure all students operate within their optimal learning zone. The cyclical nature of the model also allows flexibility; teachers may revisit earlier phases as new questions arise, reinforcing understanding through iterative inquiry.

Research consistently shows that when implemented with fidelity, the 5E model enhances conceptual understanding, retention, and learner motivation. By sequencing curiosity, investigation, conceptual clarification, application, and reflection, it mirrors natural learning processes.

It shifts classrooms from passive reception to active construction of knowledge. Ultimately, the 5E Instructional Model represents more than a lesson planning strategy; it is a philosophy of teaching that affirms learners as thinkers, investigators, and creators of meaning. In educational systems striving to move beyond rote memorization toward competency and innovation, the 5E framework offers both structure and inspiration for transformative classroom practice.

By Ashford Kimani

Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.