COMPARISON BETWEEN 5ES LEARNING CYCLE AND INQUIRY-BASED LEARNING IN SCIENCE CLASSES OF ELEMENTARY SCHOOLS
Journal: Advanced Management Science (AMS)
Author: Yinghui Chen
This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
China’s Science Curriculum Standards for Compulsory Education (2022) points out that science teaching should focus on inquiry and practice, which propose inquiry-based learning. Among the researchers of science education teaching, some scholars put forward that Chinese teachers should use “5Es learning cycle” model for teaching design. The author makes similarity-difference comparison between the two models, and finds that they have shared theoretical roots, perspective of students, the experience of students and the learning objectives. But there are differences in design connotation, application conditions, and teaching objectives to be fulfilled. Finally, the conclusion is drawn that the “5Es” model can be used as a supplement in the design of appropriate teaching content and activities, but it is not advisable to directly translate it into Chinese science classes regardless of specific teaching objectives and application conditions.