scholarly journals An Overview of Learning Cycles in Science Inquiry-based Instruction

2020 ◽  
Vol 16 (2) ◽  
pp. 76-81
Author(s):  
Christian Nicol ◽  
Emmanuel Gakuba ◽  
Gonzague Habinshuti
Keyword(s):  
Conceptual Understanding ◽  
Science Inquiry ◽  
Learning Cycle ◽  
Learning Goals ◽  
Transfer Of Knowledge ◽  
Comprehensive Overview ◽  
Adequate Information ◽  
Learning Cycles ◽  
Based Instruction ◽  
Evaluation Of Learning

While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. While the 3E provides the very basic framework for expansion, it missed addressing the learners’ initial dialogic engagement with teachers as well as summative evaluation of learning. Critical analysis informed the conclusion that there are three main goals common to the learning cycles under review namely; the development of conceptual understanding, process skills and critical thinking. A well-planned and implemented 5E model generally meets the inquiry-based constructivist learning goals, although it is silent on transfer of knowledge outside of the classroom. This transfer of knowledge, provided for in the 7E, is the major meaningful difference between 5E and 7E. The three new phases introduced in the 9E, Echo, Emend and E-search, were assessed to be redundant. After a thorough needs assessment of the phases of the learning cycles under review, a six-phase learning cycle is proposed comprising Engage, Explore, Explain, Elaborate, Evaluate and Extend.

scholarly journals An Overview of Learning Cycles in Science Inquiry-based Instruction

2020 ◽  
Vol 16 (2) ◽  
pp. 76-81
Author(s):  
Christian Nicol ◽  
Emmanuel Gakuba ◽  
Gonzague Habinshuti
Keyword(s):  
Conceptual Understanding ◽  
Science Inquiry ◽  
Learning Cycle ◽  
Learning Goals ◽  
Transfer Of Knowledge ◽  
Comprehensive Overview ◽  
Adequate Information ◽  
Learning Cycles ◽  
Based Instruction ◽  
Evaluation Of Learning

While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. While the 3E provides the very basic framework for expansion, it missed addressing the learners’ initial dialogic engagement with teachers as well as summative evaluation of learning. Critical analysis informed the conclusion that there are three main goals common to the learning cycles under review namely; the development of conceptual understanding, process skills and critical thinking. A well-planned and implemented 5E model generally meets the inquiry-based constructivist learning goals, although it is silent on transfer of knowledge outside of the classroom. This transfer of knowledge, provided for in the 7E, is the major meaningful difference between 5E and 7E. The three new phases introduced in the 9E, Echo, Emend and E-search, were assessed to be redundant. After a thorough needs assessment of the phases of the learning cycles under review, a six-phase learning cycle is proposed comprising Engage, Explore, Explain, Elaborate, Evaluate and Extend.

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 64
Author(s):  
Dwi Sulisworo ◽  
Novitasari Sutadi
Keyword(s):  
Conceptual Understanding ◽  
Scientific Literacy ◽  
Science Learning ◽  
Teaching Method ◽  
Learning Cycle ◽  
Control Group ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Student Independence ◽  
Better Than

<span lang="EN-US">The aim of this study is to observe the application of SLC (science learning cycle) model on improving scientific literacy for secondary vocational schools at physics. Through this research, it will be known its influence of learning methods and contribution to the understanding of physics concepts and student independence learning. This research is a quasi-experimental design with pretest and posttest control group which the independent variable is learning the method and the dependent variable is the conceptual understanding. The result shows that there is an effect of teaching method on the dependent variable. It also shows that the conceptual understanding of the students in the treatment group who applied methods SLC is better than the control group.</span>

Collaborative Planning as a Process

2017 ◽  
Vol 22 (7) ◽  
pp. 406-419
Author(s):  
Justin D. Boyle ◽  
Sarah B. Kaiser
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Collaborative Planning ◽  
Learning Goals ◽  
Procedural Fluency ◽  
Cognitively Demanding Tasks

All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency (NCTM 2014; CCSSI 2010). To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) (Lambert and Stylianou 2013; Smith, Bill, and Hughes 2008) and to evaluate evidence of student learning (Hiebert et al. 2007). Therefore, teachers need opportunities to develop these skills to maximize their students' learning outcomes. Starting with a well-designed CDT is essential. In other words, before planning the Justin D. Boyle and Sarah B. Kaiser enactment of a task, teachers should analyze the task and make revisions to align it with student learning goals that promote conceptual understanding (Hiebert et al. 2007; Smith and Stein 2011).

scholarly journals El Diseño Curricular por Competencias: Una Experiencia de Investigación-Acción en la Asignatura de Tecnología en Educación Secundaria Obligatoria

2016 ◽  
Vol 5 (2) ◽  
pp. 167
Author(s):  
Javier Prieto Pariente ◽  
Alejandra Martínez-Monés ◽  
Iván M. Jorrí­n Abellán
Keyword(s):  
General Education ◽  
Research Process ◽  
Education Law ◽  
Learning Goals ◽  
Evaluation Procedure ◽  
Educational Law ◽  
Learning Standards ◽  
Competency Based ◽  
Evaluation Of Learning ◽  
Made In

Competency-based evaluation is a priority in the last legislative frameworks that regulate the educational system in Spain. However, this evaluation procedure has not been satisfactorily resolved in any of these frameworks. In this paper we present a proposal for the integration of competences in the design of learning sequences. This proposal has emerged as a result of an action research process conducted for a couple of years by a team of three researchers, leaded by a technology teacher in mandatory secondary education. The proposal was made in accordance with LOE (the Spanish General Educational Law approved in 2006), but as discussed in the article, it adapts to the proposal made afterwards by LOMCE (the current Spanish General Education Law, approved in 2013) to overcome some of the issues found in the implementation of Competency-based evaluation. The findings of the study show that it is necessary to break down the learning standards defined in LOMCE to facilitate their assessment. Moreover, we have also found that the evaluation of learning should be continuous and differentiated based on observation according to the learning goals.

scholarly journals Enhancing Student Active Learning in Consumer Behaviour Class Using 5E Learning Cycle: A Conceptual Paper

2020 ◽  
Vol 16 ◽  
Keyword(s):  
Active Learning ◽  
Undergraduate Students ◽  
Consumer Behaviour ◽  
Positive Impact ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Learning Cycle ◽  
Learning Activity ◽  
Learning Cycles ◽  
The Impact

5E learning cycle was suggested as a better option for students’ learning and has brought a positive impact on students learning education, particularly with theory and practice components. These method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. 5E learning cycle consist of engagement, exploration, explanation, elaboration, and evaluation. This study is intended to determine students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The discussion is based on the information gauged from an estimated number of 60 undergraduate students who will be enrolling in BPMM3013 Consumer Behaviour Class in UUM. Data will be collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. Meanwhile for quantitative method, a survey will be developed through Google form. The data will be analysed using transcribe technique and regression analysis.

scholarly journals PENGARUH PENGGUNAAN SCHOOLOGY DALAM MODEL BELAJAR LEARNING CYCLE 6 FASE-PROBLEM SOLVING (LC 6F-PS) TERHADAP PEMAHAMAN KONSEPTUAL DAN GRAFIK PADA MATERI LAJU REAKSI

2019 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Reny Eka Evi Susanti ◽  
Srini M Iskandar
Keyword(s):  
High School ◽  
Problem Solving ◽  
Hypothesis Testing ◽  
Conceptual Understanding ◽  
Random Sampling ◽  
Reaction Rate ◽  
T Test ◽  
Learning Cycle ◽  
Significance Level ◽  
Cluster Random Sampling

ABSTRAKTujuan penelitian ini adalah (1) untuk mengetahui pengaruh penggunaan schoology dalam model belajar learning cycle 6F-problem solving terhadap pemahaman konseptual dan grafik siswa pada materi laju reaksi dan (2) mengetahui apakah ada hubungan antara pemahaman monseptual dengan pemahaman grafik siswa pada materi laju reaksi. Penelitian ini menggunakan rancangan penelitian eksperimental semu postest only design. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Genteng. Sampel yang digunakan yaitu kelas XI MIPA 4 sebagai kelas eksperimen dan XI MIPA 5 sebagai kelas kontrol. Pengujian hipotesis dianalisis menggunakan uji t dan uji korelasi dengan taraf signifikansi . Hasil penelitian menunjukkan (1) ada perbedaan yang signifikan tingkat pemahaman konseptual dan grafik siswa yang dibelajarkan dengan menggunakan aplikasi schoology dalam model belajar learning cycle 6F-problem solving dengan siswa yang dibelajarkan menggunakan model belajar learning cycle 6F-problem solving dan (2) tidak ada hubungan signifikan ntara tingkat pemahaman konseptual dengan pemahaman algoritmik siswa. ABSTRACTThe purposes of the research were (1) to find out the effect of schoology use in six phased learning cycle-problem solving toward the student’s conceptual and graphical understanding on the reaction rate, and (2) to find out the correlation between student’s conceptual undertanding with graphical understanding on the reaction rate. The design of the research was quasy experiment postest-only design. The population in this research was grade XI of Senior High School 1 Genteng. The sample which were chosen using cluster random sampling were XI MIPA 4 as an experimental class, XI MIPA 5 as the control class.The hypothesis testing was performed by t-test and correlation test using SPSS 16 for windows with a significance level  The result of the research showed that there were (1) significant differences of conceptual, algorithmic, and graphical understanding between students who learned using the applied schoology use in six phased learning cycle-problem solving and the students who learned using the six phased learning cycle-problem solving. (2) there was between student’s conceptual understanding with graphical undertanding.

scholarly journals Designing a Coherence- & Concept-Based Modular Course to Facilitate Students’ Understanding of Crosscutting Concepts

2021 ◽  
Vol 83 (5) ◽  
pp. 291-297
Author(s):  
Dongxue Jin ◽  
Enshan Liu
Keyword(s):  
High School Students ◽  
Conceptual Understanding ◽  
Scientific Concept ◽  
Structured Interviews ◽  
School Students ◽  
Course Structure ◽  
Concept System ◽  
5E Instructional Model ◽  
Based Instruction ◽  
Crosscutting Concepts

Crosscutting concepts (CCCs) are superordinate in the scientific concept system, common across disciplines, and very abstract. These characteristics, with the addition of incoherence in their curricular presentation, can challenge instructors. We designed a modular course based on coherence and conceptual understanding. The course structure was arranged in accordance with intra- and inter-unit coherence of CCCs, and each lesson was prepared according to “concept-based instruction” and the “5E instructional model.” The results of the pretest and posttest and the semi-structured interviews consistently showed that the participating high school students significantly improved their understanding of CCCs, thus supporting the effectiveness of the modular course.

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