IBSE Final

56 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN

Chapter 3 The Science Curriculum and Classroom Instruction

phase of evaluation. In this phase, students encounter a new activity in which they

demonstrate their understanding and abilities.

Between 1985 and 1995, BSCS introduced several new features for curric-

ulum and instruction. We introduced design studies as an initial component

of our work. These studies have been published to help other developers and

science teachers understand curriculum development. The BSCS design studies

include New Designs for Elementary School Science and Health (BSCS 1989), Devel-

oping Biological Literacy (BSCS 1993), and Making Sense of Integrated Science (BSCS

2000). These design studies helped pave the way toward new elementary,

middle, and high school programs.

The original learning cycle evolved into the BSCS 5E Instructional Model

and was adapted to middle and high school programs. During this period, we

increasingly recognized the importance and usefulness of the 5E model but also

saw the need for professional development that extended beyond an introduc-

tion to curriculum materials and instructional models.

In comparison to the late 1950s and early 1960s, in the late 20th and early

21st centuries curriculum design has become much more complex, requiring

Table 3.3 Instructional Model Stage One Engage: These activities mentally engage the student with an event or a question. Engagement activities help the students make connections with what they already know and can do. Stage Two Explore: The students work with each other, explore ideas together, and acquire a common base of experience, usually through hands-on activities. Under the guidance of the teacher, they clarify their understanding of major concepts and skills. Stage Three Explain: The students explain their understanding of the concepts and processes they are learning. The teacher clarifies their understanding and introduces and defines new concepts and skills. Stage Four Elaborate: During these activities the students apply what they have learned to new situations, and they build on their understanding of concepts. They use these new experiences to extend their knowledge and skills. Stage Five Evaluate: The students assess their own knowledge, skills, and abilities. These activities also focus on outcomes that a teacher can use to evaluate a student’s progress. Source: Biological Sciences Curriculum Study (BSCS) and International Business Machines (IBM).

New designs for elementary school science and health. Dubuque, IA: Kendall/Hunt Publishing
Company.