12 GenAI Generated Science Inquiry Learning Cycle/5E Curricula: Critique, Redesign​, and Implement in Teaching

Directions

For Instructors

This assignment is designed for small groups of 2-3 students but can also be implemented as an individual assignment, or as an ungraded group activity. As a graded group assignment, the work will begin during class meetings with the expectation that the groups will also meet outside of class. For online synchronous classes, the instructor will create groups in Teams or similar video conferencing platform so students may work together during class time. For classes in any modality (face-to-face, synchronous, asynchronous) instructors should create channels in Teams for groups to remotely work together outside of class meeting times, especially for those where meeting in person is not feasible. The activity of this assignment will begin during class, with the second half of one to two class meetings devoted to work on this project; and two class meetings set aside toward the end of the semester for presentations.

Students are to be sorted into their groups according to common or closely related science subject areas, such as biology, chemistry, physics, earth/environmental science. Students are to enter the following prompt into their GenAI application (ChatGPT, Copilot): Write an inquiry-based learning cycle/5E lesson on _____ (in the blank students select the name of their concept, such as “density” or “convection” or “Bernoulli’s principle” as examples).​ The students should specify the grade level and other details as needed. As an alternative, the instructor can enter the prompts for the class, then give the student groups the GenAI outputs to work on, thus exerting more control over the concepts and consistency of sophistication assigned to the groups; or the instructor can list the science concepts to choose from for the students.

The GenAI output will be a description, in outline form, of a learning cycle/5E lesson with activities or text described within the 5 phases: Engage, Explore, Explain, Elaborate, Evaluate. Prompting GenAI to write an inquiry-based learning cycle/5E lesson can produce outputs that are vague, underdeveloped, flawed, and often contradict the theoretical foundation of this well-known inquiry model. An example of learning cycle/5E on density generated with the given prompt from ChatGPT is at this link: GenAI Learning Cycle/5E Model.

Once the GenAI output is received from their prompt, students review and critique the 5E inquiry lesson using their knowledge of this pedagogical model learned in class and accuracy of the scientific content. An example of a flaw in the example learning cycle/5E on density in the GenAI output is in the Explain phase that the teacher is to explain or lecture the findings the students observed in the Explore phase, which when in fact the students are to examine their findings and discuss the meaning, constructing for themselves an explanation of the concept they observed/interpreted. It is expected students will detect such flaws, while at the same time, find some useful ideas and activities from the GenAI output they may use in designing their inquiry 5E models. The students may complete their critique on a clean copy of the GenAI learning cycle/5E output, with their critique written in bold or in a different, accessible font color within the text of the GenAI lesson output. An example of the same learning cycle/5E GenAI output on density, this time including the critique in another font color is at this link: Critique of GenAI Learning Cycle/5E Model. The students revise, further develop, and expand upon the GenAI learning cycle/5E output to develop an educationally sound inquiry curriculum module with all 5 phases detailed, to be used in teaching. The fully developed 5E model will also include a list of materials, special instructions for the teachers, and student questions streamed throughout the 5E module that guide and scaffold their science students through the learning of concepts (showing anticipated responses). The final 5E curriculum will also include any blank graphs or charts they will need students to complete in the appropriate phases in the 5E, student assessments/evaluations, accommodations for students, technology integrations, and other details. An example of a complete, model learning cycle on the concept of density was published by the author of this chapter in The Science Teacher (Cavallo & Laubach, 1998), and NSTA publication with the full text accessible through the UTA and most university libraries (see references).

Upon completion of their learning cycle/5E curriculum module, each group will make a 20-minute presentation as follows:

Show the original GenAI output.

Show and explain the groups’ critique of the GenAI output, particularly how it may have deviated from the learning cycle/5E framework and psychology of how students learn as discussed in class. The students will do so by showing comments on a second copy of the original GenAI output in bold or in a different accessible font color next to the original output explaining how and why the GenAI learning cycle/5E output needed to be transformed.

• Briefly show and share the transformed redesigned learning cycle/5E as a fully developed, pedagogically sound learning curricula to extend over 5-7 days pointing out ideas generated by GenAI judged to be useful and those discarded as inappropriate or unsound. This redesigned model includes written questions guiding students to collect and analyze observations and data, any charts and graphs students would complete, with anticipated responses or an answer key.
• Demonstrate a portion of the learning cycle/5E model Explore phase, engaging classmates in the activity of this phase. (Note: Classmates may provide verbal feedback upon the conclusion of presentations for presenting group members to make final adjustments to their learning cycle/5E curriculum module).

The sections of this assignment described in a through d above will be completed, submitted and graded as a single assignment for each group. However, contributing to each student’s grade is an additional section, which is teamwork feedback and evaluation from each student that includes a self-evaluation and an evaluation of each group member’s contributions to the assignment. Therefore, though all members of the group may earn the same grade for above sections a through d, the teamwork evaluations are also factored into each student’s overall grade for the assignment. The teamwork evaluations may differentiate grades among team members on the assignment according to their contributions. Example scoring templates are included in the Assessment section of this chapter.

For Students

In this assignment divide into small groups of 2 to 3 classmates who are in common science subject areas (biology, chemistry, physics, earth/environmental science). This activity-based assignment will begin during class, with the second half of one to two class meetings devoted to work on this assignment; and two class meetings set aside toward the end of the semester for presentations. Therefore, it is expected that group members will also work on this assignment outside of class meetings to completion. To work with group members outside of class meetings, your instructor will set up Teams channels, or if feasible, you may choose to meet in person.

Once the assignment is fully completed, the initial grade earned will be the same for all group members. However, upon completion of the assignment, each group member will complete 1) a self-evaluation of your contributions and 2) an evaluation of each group member’s contribution to the assignment. The scores and feedback received on contributions will be factored into each group member’s grade, which may differentiate the final assignment grade earned between members. (This grade differentiation will be further clarified in the scoring template).

This group assignment includes several parts that will be presented to the class. Each group will have 20 minutes to present. Details of this assignment will be described further by your instructor.

• Learning Cycle/5E Curriculum Model
• GenAI learning cycle/5E lesson output
• Critique of the GenAI output written on a copy of the original GenAI output either in bold or in a different (accessible) font color, describing useful elements, flaws, and ways to transform the GenAI output according to the model learned in the course.
• Final detailed and fully developed 5-7-day learning cycle/5E curriculum model.
• Learning Cycle/5E Explore Phase Teaching Presentation: Demonstrate a brief version of the Explore phase engaging classmates in portions of the activity.
• Teamwork Feedback and Evaluation Form: Using the given form, submit a self-evaluation and team member evaluations and comments on contributions to the assignment.

Assessment

A rubric or scoring template is recommended for the assessment of this assignment. The links below provide an example of a rubric that may be modified to assess this project and an example teamwork evaluation for self and group member evaluations of assignment contributions.

• GenAI Learning Cycle/5E Assignment Scoring Template
• GenAI Learning Cycle/5E Assignment Teamwork Feedback Form

Resources and References

Cavallo, A.M.L. & Laubach, T. (1998). Defining density: Activities based on the three phases of the learning cycle. The Science Teacher, 65, 45-48. https://login.ezproxy.uta.edu/login?url=https://www.proquest.com/scholarly-journals/defining-density/docview/214627324/se-2?accountid=7117

Lawson, A. E. (2003). The neurological basis of learning, development, and discovery: implications for science and mathematics instruction. Dordrecht: Kluwer Academic Publishers.

Marek, E.A. & Cavallo, A.M.L. (1997). The Learning Cycle: Elementary School Science and Beyond. Portsmouth, NH: Heinemann.

Science Resource Center, San Diego County Office of Education. The 5E Model of Instruction. https://www.sdcoe.net/ngss/evidence-based-practices/5e-model-of-instruction. Retrieved, January 2025.