The 5E instructional model applied to experimental natural sciences and technology within the Technological Baccalaureate
DOI:
https://doi.org/10.62697/rmiie.v4i3.227Keywords:
5E Instructional Model, technological education, competency-based educationAbstract
The 5E instructional model has proven to be highly effective across various disciplines. This paper aims to support and exemplify its application in the field of natural sciences from the perspective of teachers who deliver related subjects within the Dirección General de Educación Tecnológica Industrial y de Servicios (DGETI). This approach gains relevance in light of the significant curricular reforms stemming from collaborative efforts initiated in 2019, when stakeholders in upper secondary education contributed to the development of the Common Curricular Framework for Upper Secondary Education (MCCEMS, for its acronym in Spanish). As a result, educators adopted the learning progression model, along with changes to the names, structure, and content of courses that were previously taught separately—physics, chemistry, biology, and ecology—and which are now integrated from the perspective of Experimental Natural Sciences and Technology. The five phases of the 5E model—Engage, Explore, Explain, Elaborate, and Evaluate—enable students to actively construct knowledge through experience and reflection. The purpose of this work is to illustrate the use of the inquiry-based model across different contexts through Curricular Learning Units, thereby fostering the development of competencies aligned to the graduate profile of the technological high school education in Mexico.
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Copyright (c) 2025 Oziel Garza-Zavala, Anai Jaime-Nevares, Sergio Antonio Terán-Treviño
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