Implementing the learning cycle (original) (raw)
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Teachers' understanding and the use of the learning cycle
Journal of Research in Science Teaching, 1990
This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure-the learning cycle-and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement leaming cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed.
A theory of instruction: Using the learning cycle to teach science concepts and thinking skills
1989
This monograph describes the origins of the learning cycle, related research, and ht)w future researcA might be conducted to further the %nderstanding of theories of instruction. A wide range of information is synthesized, producing a coherent framework for better understanding the theory of the learning cycle. The monograph identifies various models of the learning cycle, and focuses on a cycle consisting of exploration, term (concept) introduction, and concept application. Topics include: (I) a brief introduction to education goals in general and then to the more specific goals of science education; (2) the introduction of the learning cycle and the fundamental instructional method for teaching science to achieve these goals; (3) the historical origins of the learning cycle method; (4) attempts to provide a theoretical rationale for using the learning cycle method; (5) the nature of the learning cycle and types of learning cycles to show how their use leads to students' acquisition of scientific concepts and the development of creative and critical thinking skills; (6) a review of the empirical research; and (7) suggestions for future research. Appended are the procedures for five science activities that show the use of learning cycle.
A Learning Cycle for All Students
The Science …, 2011
Science in our schools must be for all students: All students, re-gardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. National Science Education ...
Master and novice secondary science teachers' understandings and use of the learning cycle
PhDT, 2000
The learning cycle paradigm had been used in science classrooms for nearly tour decades. This investigation seeks to reveal how the leaming cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes o f this study were: 1) to describe teachers who use the leaming cycle and compare their understandings and perceptions of the leaming cycle procedure in instruction; 2) to elicit novice and master teacher perspectives on their instruction and determine their perception o f the process by which leaming cycles are implemented in the science classroom; 3) to describe the context o f science instmction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation o f the leaming cycle paradigm in their authentic classroom setting. The study used a leaming cycle survey, interviews and classroom observations using the Leaming Cycle Teacher Behavior Instruments and tlie Verbal Interaction Category System to explore these features o f leaming cycle instmction. The leaming cycle survey was administered to a sample of teachers who use the leaming cycle, including master and novice leaming cycle teachers. One master and one novice leaming cycle teacher were selected from this sample for further study. Analysis o f the surveys showed no significant differences in master and novice teacher understandings o f the leaming cycle as assessed by the instrument. However, interviews and observations of the selected master and novice leaming cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master leaming cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice leaming cycle XI teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use of questioning and discussion. The master teacher used diverse questioning tecluiiques and guided students in discussion o f their findings while tlie novice teachers used more rote response questions and controlled the discussion. The findings o f this study have implications for science teacher education, especially in the preparation o f teachers in science methods courses and student teaching and in in-service education programs.
The teaching learning cycle - a lesson plan
Students will acquire the understanding of the objectives and structure of an argumentative genre by deconstruction of the given texts. They will use the knowledge to produce a text as a group and individually.
Journal of Physics: Conference Series, 2019
The Learning Cylce Model is a contructivist instructional model whether student use their prior knowledge and experiences to construct their thinking. The purpose of this study is to review the development and application of Learning cycle model especially in the last 1 decade. Technique of collecting data was through literature study: obtained some comparisons of phases of Learning cycle models such as 3E Learning Cycle Models, 5E learning cycle model, and 7 E learning cycle models. These models are related to each other in their developments. In addition, each of them has its own characteristic.This study found that 7E LC Models can enhance educational effects : student's Achievement, critical thinking, Science process Skills and Moral reasoning. Therefore, educators, practitioner and researcher should be supported to implement the Learning Cycle Model in Science Teaching and Learning.
Effects of the learning cycle upon student and classroom teacher performance
Journal of Research in Science Teaching, 1991
A great deal of research has been done regarding science in-service education and the conclusion can be drawn that positive results were generally achieved in workshop-participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in-service workshop is upon the students of the teachers participating in an in-service program, but rarely, if ever, is this parameter assessed in the in-service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in-service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K-5 and 16 teachers who had participated in an in-service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in-service workshop except for one variable-the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in-service workshop implemented the workshop-developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in-service workshop as compared to students in the exposition classrooms.