their peers in ways that promote the development
opportunities to develop their own understandings
and understanding of key science concepts. These
of important concepts and then to articulate
inquiry-based experiences include both direct
their developing understanding to one another
experimentation and development of explanations
and to the teacher. These activities are also
through critical and logical thinking. Students
where you introduce formal labels for concepts
often use technology to gather evidence, and
and phenomena. Keep in mind, however, that
mathematics to develop models or explanations.
these activities are still student-centered. That is,
the students are developing their own explanations
The BSCS 5Es emphasize student-centered
for the emergence and re-emergence of infectious
teaching practices. Students participate in their
disease. Here, your role is to guide students so
learning in ways that are different from those
that they have ample opportunity to develop
seen in a traditional classroom. Tables 5 and 6
their understanding. Students ultimately should
exemplify what teachers do and what students
be able to explain their understanding by
do in the BSCS 5E Instructional Model.
bringing together their experiences, prior
knowledge, and vocabulary.
The following paragraphs illustrate how we
implemented the BSCS 5Es in Emerging and
Elaborate/Evaluate
Re-Emerging Infectious Diseases.
During the Elaborate and Evaluate phases of the
model, exemplified in this module by Lesson 5
Engage
— Making Hard Decisions, students are challenged
The primary purpose of the Engage phase is to
to extend and assess their understanding
capture students’ attention and interest. It also
of infectious diseases. Through a new set of
gives teachers a chance to find out what students
questions and experiences, students develop a
already know or think they know about the topic
deeper, broader understanding of the topic, obtain
and concepts to be developed. Students come to
more information about areas of interest, and
learning situations with prior knowledge, which
refine their scientific and critical-thinking skills.
may or may not be congruent with the concepts
presented in this module.
A teacher’s primary goal in the opening Elaborate
phase is to help students articulate generalizations
The Engage lesson in this module, Lesson 1— Deadly
and extensions of concepts and understandings
Disease Among Us, is designed to make connections
that are relevant to their lives. The final portion
between past and present learning experiences and
of the activity, where students present arguments
to anticipate upcoming activities. By completing
for the proposals they have decided to recommend
it, students should become mentally engaged in
for funding, acts as the Evaluate portion. At
the topic of infectious diseases and should begin
this point, students see they can extend and
to think about how the topic relates to their
apply their understanding of infectious disease
previous experiences. Successful engagement
to the real world. It is also important here that
results in students who are intrigued by the
they receive feedback on the adequacy of their
concepts they are about to study in depth.
explanations and understandings.
Explore/Explain
Elaborate and Evaluate activities are complex
Lessons 2, 3, and 4 serve as the Explore and
and challenging, and Lesson 5 will stretch your
Explain phases of the model. Lesson 2 helps
students’ abilities to listen, think, and speak.
students discover that human activity in the
environment is a major factor in the emergence
To review the relationship of the BSCS 5E
of new diseases worldwide. Likewise, Lessons 3
Instructional Model to the concepts presented
and 4 help students understand the evolution of
in the module, see Table 2.
antibiotic resistance and the failure of immunization
procedures as explanations for the re-emergence
of diseases once thought conquered, or largely so.
9
Implementing the Module
Emerging and Re-emerging Infectious Diseases
Table 5. The key components of the BSCS 5E Model: What the teacher does.
Stage
What the teacher does that’s
What the teacher does that’s
consistent with the 5E Model
inconsistent with the 5E Model
Engage
• Creates interest
• Explains concepts
• Generates curiosity
• Provides definitions and answers
• Raises questions
• States conclusions
• Elicits responses that uncover what students • Provides premature answers to
know or think about the concept or subject
students’ questions
• Lectures
Explore
• Encourages students to work together
• Provides answers
without direct instruction from teacher
• Tells or explains how to work through
• Observes and listens to students as they
the problem
interact
• Tells students they are wrong
• Asks probing questions to redirect students’ • Gives information or facts that solve
investigations when necessary
the problem
• Provides time for students to puzzle
• Leads students step-by-step to a
through problems
solution
• Acts as a consultant for students
Explain
• Encourages students to explain concepts
• Accepts explanations that have no
and definitions in their own words
justification
• Asks for justification (evidence) and
• Neglects to solicit students’
clarification from students
explanations
• Formally provides definitions, explanations, • Introduces unrelated concepts or skills and new labels
• Uses students’ previous experiences as the
basis for explaining concepts
Elaborate • Expects students to use formal labels,
• Provides definitive answers
definitions, and explanations provided
• Tells students they are wrong
previously
• Lectures
• Encourages students to apply or extend
• Leads students step-by-step to a
concepts and skills in new situations
solution
• Reminds students of alternative
• Explains how to work through the
explanations
problem
• Refers students to existing data and
evidence and asks, “What do you already
know?” “Why do you think ... ?”
Evaluate
• Observes students as they apply new
• Tests vocabulary words, terms, and
concepts and skills
isolated facts
• Assesses students’ knowledge and/or skills
• Introduces new ideas or concepts
• Looks for evidence that students have
• Creates ambiguity
changed their thinking or behaviors
• Promotes open-ended discussion
• Allows students to assess their own learning
unrelated to concept or skill
and group-process skills
• Asks open-ended questions such as, “Why
do you think . . . ?” “What evidence do you
have?” “What do you know about x?” “How
would you explain x?”
10
Table 6. The key components of the BACS 5E Model: What the students do.
Stage
What the students do that’s
What the students do that’s
consistent with the 5E Model
inconsistent with the 5E Model
Engage
• Become interested in and curious about the • Ask for the “right” answer
concept/topic
• Offer the “right” answer
• Express current understanding of a concept • Insist on answers or explanations
or idea
• Seek closure
• Raise questions such as, “What do I already
know about this?” “What do I want to
know about this?” “How could I find out?”
Explore
• “Mess around” with materials and ideas
• Let others do the thinking and
• Conduct investigations in which they
exploring (passive involvement)
observe, describe, and record data
• Work quietly with little or no
• Try different ways to solve a problem or
interaction with others (only
answer a question
appropriate when exploring ideas
• Acquire a common set of experiences so
or feelings)
they can compare results and ideas
• Stop with one solution
• Compare their ideas with those of others
• Demand or seek closure
Explain
• Explain concepts and ideas in their own
• Propose explanations from
words
“thin air” with no relationship
• Base their explanations on evidence
to previous experiences
acquired during previous investigations
• Bring up irrelevant experiences
• Become involved in student-to-student con-
and examples
versations in which they debate their ideas
• Accept explanations without
• Record their ideas and current
justification
understanding
• Ignore or dismiss other plausible
• Reflect on and perhaps revise their ideas
explana tions
• Express their ideas using appropriate scien-
• Propose explanations without
tific language
evidence to support their ideas
• Compare their ideas with what scientists
know and understand
Elaborate • Make conceptual connections between new • Ignore previous information or and former experiences
evidence
• Use what they have learned to explain a
• Draw conclusions from “thin air”
new object, event, organism, or idea
• Use terminology inappropriately and
• Use scientific terms and descriptions
without understanding
• Draw reasonable conclusions from evidence
and data
• Communicate their understanding to others
Evaluate
• Demonstrate what they understand about
• Disregard evidence or previously
the concept(s) and how well they can
accepted explanations in drawing
implement a skill
conclusions
• Compare their current thinking with that
• Offer only yes-or-no answers or
of others and perhaps revise their ideas
memorized definitions or explanations
• Assess their own progress by comparing
as answers
their current understanding with their
• Fail to express satisfactory
prior knowl edge
explanations in their own words
• Ask new questions that take them deeper
• Introduce new, irrelevant topics
into a concept or topic area
11
Implementing the Module
Emerging and Re-emerging Infectious Diseases
When a teacher uses the BSCS 5E Instructional
The students were randomly assigned to either
Model, he or she engages in practices that are
the experimental or the control group. In the
very different from those of a traditional teacher.
experimental group, the teacher used a version
In response, students also participate in their
of the sleep supplement that was very closely
learning in ways that are different from those seen
aligned with the theoretical underpinnings
in a traditional classroom. Tables 5 and 6,
of the BSCS 5Es. For the control group, the
on pages 10 and 11, outline those differences.
teacher used a set of lessons based on the science
content of the sleep supplement but aligned with
What’s the Evidence for the
the most commonplace instructional strategies
Effectiveness of the BSCS 5E Model?
found in U.S. science classrooms (as documented
Support from educational research studies
by Weiss et al., 2003). Both groups had the same
for teaching science as inquiry is growing
master teacher.
(for example, Geier et al., 2008; Hickey et al.,
1999; Lynch et al., 2005; and Minner et al.,
Students taught with the BSCS 5Es and
2009). A 2007 study, published in the Journal
an inquiry-based approach demonstrated
of Research in Science Teaching (Wilson et al.,
significantly higher achievement for a range of
2010), is particularly relevant to the Emerging and
important learning goals, especially when the
Re-emerging Infectious Diseases supplement.
results were adjusted for variance in pretest
scores. The results were also consistent across
In 2007, with funding from NIH, BSCS conducted
time (both immediately after instruction and four
a randomized, controlled trial to assess the
weeks later). Improvements in student learning
effectiveness of the BSCS 5Es. The study used an
were particularly strong for measures of student
adaptation of the NIH supplement Sleep, Sleep
reasoning and argumentation. Table 6 highlights
Disorders, and Biological Rhythms, developed by
some of the study’s key findings. The results
BSCS in 2003 (NIH and BSCS, 2003). Sixty high
of the experiment strongly support the
school students and one teacher participated.
effectiveness of teaching the BSCS 5Es.
Table 7. Differences in Performance of Students Receiving Inquiry-Based and
Commonplace Instructional Approaches
Measure
Mean for Students
Mean for Students
Effect Size
Receiving Commonplace
Receiving Inquiry-
Teaching
Based Teaching
Total test score pretest (out of 74)
31.11
29.23
Not applicable
Total test score posttest
42.87
47.12
0.47
Reasoning pretest (fraction of
0.04
0.03
Not applicable
responses at the highest level)
Reasoning posttest
0.14
0.27
0.68
Score for articulating a claim (out
1.58
1.84
0.58
of 3)
Score for using evidence in an
1.67
2.01
0.74
explanation (out of 3)
Score for using reasoning in an
1.57
1.89
0.59
explanation (out of 3)
Source: C.D. Wilson et al. 2010. The relative effects and equity of inquiry-based and commonplace science teaching on students’
knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276–301.
Note: Effect size is a convenient way to quantify the amount of difference between two treatments. This study used the standardized mean difference (the difference in the means divided by the standard deviation, also known as Cohen’s d). The posttest scores control ed for the variance in students’ pretest scores. The reasoning posttest scores control ed for variance in students’ reasoning pretest scores at the highest level.
12
Evidence also suggests the BSCS 5Es are effective
How Can Controversial Topics Be
in changing students’ attitudes on important
Handled in the Classroom?
issues. In a research study conducted during
Teachers sometimes feel that the discussion of
the field test for the NIH curriculum supplement
values is inappropriate in the science classroom or
The Science of Mental Illness (NIH and BSCS,
that it detracts from the learning of “real” science.
2005), BSCS partnered with researchers at the
The lessons in this module, however, are based
University of Chicago and the National Institute
on the conviction that there is much to be gained
of Mental Health. The study investigated
by involving students in analyzing issues of
whether a short-term educational experience
science, technology, and society. Society expects
would change students’ attitudes about mental
all citizens to participate in the democratic
illness. The results showed that after completing
process, and our educational system must provide
the curriculum unit, students stigmatized
opportunities for students to learn to deal with
mental illness less than they had beforehand.
contentious issues with civility, objectivity, and
The decrease in stigmatizing attitudes was
fairness. Likewise, students need to learn that
statistically significant (Corrigan et al., 2007;
science intersects with life in many ways.
Watson et al., 2004).
In this module, students have a variety of
How Does the Module Support
opportunities to discuss, interpret, and evaluate
Ongoing Assessment?
basic science and health issues, some in the
Because we expect this supplement to be used
light of values and ethics. As students encounter
in a variety of ways and at various points in
issues about which they feel strongly, some
each teacher’s curriculum, we believe the most
discussions might become controversial. How
appropriate mechanism for assessing student
much controversy develops will depend on
learning occurs informally at various points
many factors, such as how similar the students
within the lessons, rather than more formally,
are with respect to socioeconomic status,
just once at the end of the module. According,
perspectives, value systems, and religious
we have integrated assessment components
preferences. In addition, the language and
throughout the lessons. These embedded
attitude of the teacher factor into the flow
assessment opportunities include one or
of ideas and the quality of exchange among
more of the following strategies:
the students.
• performance-based activities, such as
participating in a structured discussion
The following guidelines may help teachers
of a potentially controversial issue;
facili tate discussions that balance factual
• oral presentations to the class, such as
information with feelings.
explaining analysis of data; and
• Remain neutral. Neutrality may be the single
• written assignments, such as answering
most important characteristic of a successful
questions or writing about a laboratory activity.
discussion facilitator.
• Encourage students to discover as much
These strategies allow you to assess a variety of
information about the issue as possible.
aspects of the learning process, such as students’
• Keep the discussion relevant and moving
prior knowledge and current understanding,
for ward by questioning or posing appropriate
problem-solving and critical-thinking skills,
problems or hypothetical situations. Encour-
level of understanding of new information,
age everyone to contribute, but do not force
communication skills, and ability to synthesize
reluctant students into the discussion.
ideas and apply understanding to a new situation.
• Emphasize that everyone must be open to
hearing and considering diverse views.
This assessment icon and an
• Use unbiased questioning to help the stu dents
annotation that describes the aspect
critically examine all views presented.
of learning being assessed appear in
• Allow for the discussion of all feelings
the margin beside the step in which
and opinions.
each embedded assess ment occurs.
13
Implementing the Module
Emerging and Re-emerging Infectious Diseases
• Avoid seeking consensus on all issues.
• Create a sense of freedom in the classroom.
The multifaceted issues that the students
Remind students, however, that freedom implies
dis cuss result in the presentation of
the responsibility to exercise that freedom in
divergent views, and students should
ways that generate positive results for all.
learn that this is acceptable.
• Insist upon a nonhostile environment in the
• Acknowledge all contributions in the
classroom. Remind students to respond to
same evenhanded manner. If a student
ideas instead of to the individuals presenting
seems to be saying something for its shock
those ideas.
value, see whether other students recognize
the inap propriate comment and invite
them to respond.
14
Using the Student Lessons
The heart of this module is the set of five lessons,
Procedure outlines the lesson’s steps and provides
which we hope will carry important concepts
implementation suggestions and answers to
related to disease and public health to your
questions. Annotations in the margins, identified
students. To review the concepts in detail,
by icons, provide specific hints about
refer to Table 2 in Implementing the Module.