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Not Just for Science: Using the 5E Instructional Model to Engage and Respond to Students' Thinking in Mathematics and Literacy

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Bibliographic Details
Title: Not Just for Science: Using the 5E Instructional Model to Engage and Respond to Students' Thinking in Mathematics and Literacy
Language: English
Authors: Elizabeth A. Fogarty (ORCID 0000-0003-0159-5600), Janine M. Firmender (ORCID 0009-0006-8488-019X), Catherine A. Little (ORCID 0000-0001-6720-943X)
Source: Gifted Child Today. 2026 49(2):102-109.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Jacob K. Javits Gifted and Talented Students Education Program
Contract Number: S206A170030
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Academically Gifted, Gifted Education, Talent Development, Teaching Methods, Inquiry, Cognitive Development, Teaching Models, Mathematics Education, Numeracy, Literacy, Literacy Education
DOI: 10.1177/10762175251409245
ISSN: 1076-2175
2162-951X
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502995
Database: ERIC
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Abstract: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.
ISSN:1076-2175
2162-951X
DOI:10.1177/10762175251409245