Methods and Strategies: What’s the Story?

Lipsitz, Kelsey; Cisterna, Dante; Hanuscin, Deborah L.

doi:10.2505/4/sc17_055_04_76

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…In contrast to the aforementioned models, the 5E model provides a framework for instructors to design a conceptually coherent lesson for students and is broken up into five steps, which are outlined in Table 1 (Lipsitz et al, 2017, p. 78; Bybee et al, 2006, p. 2). The first E, “engage,” encourages and motivates students to ask questions and sparks curiosity about the topic while also accessing prior knowledge (Bybee et al, 2006, p. 2; Duran & Duran, 2004, p. 51).…”

Section: Introductionmentioning

confidence: 99%

Exploring Contaminants of Emerging Concern Using Student-Centered Inquiry Experiences with Zebrafish (Danio rerio) as a Model Organism

Gehl¹,

Thompson²

2023

The American Biology Teacher

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After numerous calls for action, science education within the United States is increasingly moving toward student-centered instructional models that emphasize science as a process and phenomena-based learning. In turn, this shift in instructional practice is driving the need for classroom-tested curricula that develop students’ science process skills and engage students in authentic science learning. In this article, we present a set of materials that were used to deliver inquiry-based science instruction for middle school students exploring the impact of contaminants of emerging concern (CECs) on human health. Using the highly adaptable zebrafish model organism (Danio rerio), our activities guide students through the process of asking a scientific question, developing and testing a hypothesis, and using evidence to draw conclusions. Finally, we provide recommendations for implementation based on our experience with both in-classroom and distance learning modes of implementation.

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