The learning cycle is reported as an effective means for learning science concepts and processes¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Science educators have identified the learning cycle as an effective means for learning science concepts and processes, and for developing reasoning abilities and reducing misconceptions. → Reilly 2008

Evidence¶

Reilly 2008¶

Reilly, K., Wooster, B., Andrews, E., Bourdeau, V., Conley, R., & Thompson, M. (2008). Holding onto the GREEN Zone Leader Guide: A Youth Program for the Study and Stewardship of Community Riparian Areas. Bureau of Land Management. https://www.blm.gov/education

q1 · i? · design · r1

The guide asserts, citing a 4-H SERIES curriculum introduction, that the learning cycle has proven effective for learning science concepts and processes. No evidence or study is presented in this document for the assertion; it is an attributed rationale for the curriculum's design.

"During the past 30 years, science educators have identified a sequence, known as the learning cycle, that has proven to be an effective means for learning concepts and processes of science."

Discussion¶

Related Claims¶

• Inquiry Based Teaching Improves Science Achievement — a broader claim this one bears on
• Conceptual change strategies in cooperative groups reduced misconceptions in community college chemistry, but poor group leadership undermined discussion — related
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
• The packet's authors assert that pre-, on-site, and post-visit activities build on students' newly gained knowledge when performed in series — a narrower finding that bears on this claim
• Well-structured collaborative learning is extremely effective, especially for learning concepts and complex problem solving — related
• Conflict-based instruction improves science conceptual learning, though staged contradictions helped only learners who reported being confused, and no study isolates disequilibrium as the mechanism — related
• Peer Discussion Improves Conceptual Understanding — related
• PAIR-C scaffolding shows mixed evidence for deep understanding and reduced misconceptions in emergent-phenomena instruction — related