Project-based Learning (PBL) is grounded in John Dewey’s constructivist perspective that learners learn by solving real-world, authentic problems, as they engage in experiential, hands-on, student-directed activities (Blumenfeld, et al. 1999). Relevant questions to drive the activities are presented in the lessons, followed by a series of artifacts and/or products that students propose as solutions.
The 5E Model of Instruction is a sequenced instructional model consisting of five phases: Engage, Explore, Explain, Elaborate, and Evaluate.
Each phase of the model functions to help teachers implement a conceptualized and coherent mode of instruction, and support students’ conceptual understanding of scientific ideas, knowledge, and skills (Bybee et al., 2006).
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369–398.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs Co.: BSCS, 5, 88-98.