Not Just for Science
Using the 5E Instructional Model to Engage and Respond to Students’ Thinking in Mathematics and Literacy
Bibliographic Data
| ID | 22420610 |
|---|---|
| Authors | Elizabeth A Fogarty (0000-0003-0159-5600, St. Thomas University, corresponding author), Janine M Firmender (0009-0006-8488-019X, Saint Joseph's University), Catherine A Little (0000-0001-6720-943X, University of Connecticut) |
| Year | 2026 |
| Volume | 49 |
| Issue | 2 |
| Pages | 102-109 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Gifted Child Today (JOURNAL) |
| Journal identifiers | ISSN: 1076-2175 • E-ISSN: 2162-951X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10762175251409245 |
| OpenAlex | W7151809987 |
| Language | EN |
| References cited | 8 |
Using the 5E inquiry model to plan learning experiences in literacy and mathematics provides opportunities for centering students’ thinking and reasoning and engaging students in the productive struggle. This shift in pedagogical approach necessitates planning with student inquiry in mind. As the teacher’s role shifts from provider of information to facilitator of students’ learning experiences, students demonstrate their learning progress through the five phases of this inquiry-based approach, Engage, Explore, Explain, Elaborate, and Evaluate. Throughout the phases of a 5E inquiry lesson, there are multiple opportunities for students to apply, share, and discuss their thinking. Gauging student progress in each phase allows teachers to plan follow-up experiences that provide additional challenge and continued opportunities for growth.
Critical thinking · Facilitator · Information literacy · Inquiry-based Learning · Lesson plan · Literacy · Mathematics Education and Teaching Techniques · Neuroscience, Education and Cognitive Function · Science Education and Pedagogy
| Highly cited | No |
|---|