The 6-E Learning Model of science instruction works similar to the 5-E Learning Model (Engage, Explore, Explain, Expand, and Evaluate) (Trowbridge and Bybee 1990) with the addition of “E-search”. According to Debby A. Chessin and Virginia J. Moore, E-search aims to enhance science instruction by incorporating the use of electronic media. The 6-E Model was incorporated into a first-grade lesson plan on rock properties. Moore and Chessin developed and tested E-Search activities with students as part of an effort to show instructors that students can use basic science processes to develop a conceptual understanding of a topic
- The engage stage works to stimulate thinking and access prior student knowledge.
- During the explore stage, instructors work as facilitators while students conduct hands-on work, plan, investigate and discuss.
- During the explanation stage students analyze and further clarify what was done and discussed in the previous stages.
- During the expansion or elaboration stage students solidify their conceptual understandings and apply them to new and relevant situations.
- For the last stage, evaluation is the time for instructor and student reflection (both individually and via peer assessment).
- Stage 1 – Engage: Begin by having the students complete a K-W-L chart, utilized to engage and record any prior knowledge. E-search can be incorporated in this first stage by having students do research on the Internet or view a CD-ROM distinguishing the differences among rocks. Students utilized E-search by emailing a student’s father about sharing his arrowhead rock collection.
- Stage 2 – Explore: Students engaged and implemented E-search in the second stage by photographing their favorite specimen and writing descriptive words about that rock.
- Stage 3 – Explanation: Students videotaped each other to document what they learned. The students were also videotaped working, sharing and discussing their ideas.
- Stage 4 – Expand: As a form of application, students created a set of flashcards, each with an inserted digital image of the specimen and a description of its properties in correct scientific terms; this activity solidified their conceptual understanding.
- Stage 5 – Evaluation: E-search was indirectly implemented by having students reflect on themselves and each other with the help of video recordings. Although no direct implementation was made, Chessin did suggest using PowerPoint presentations as a possible implementation of E-search in evaluation.
- Stage 6 – E-search: Throughout the activities students utilized computers, videorecorders, the Internet, e-mail, etc.
- E-search does not replace any of the previous 5-Es but rather works to accentuate them.
- This teaching strategy teaches students valuable skills and provides multiple opportunities to extend learning.
- The usage of technology creates an atmosphere in which students are more open to engagement and research.