Learning cycle instructional model: exploration, concept introduction, concept application¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The guide grounds its activities in the learning cycle, a sequence science educators have identified as "an effective means for learning concepts and processes of science" that is "also... effective for developing reasoning abilities and for reducing scientific misconceptions." Three phases are emphasized: Exploration, where learners develop their own questions and frame of reference with minimal guidance; Concept Introduction, where riparian science concepts are introduced through activities applying new patterns of thinking; and Concept Application, where learners apply newfound knowledge to develop scientific thinking and decision-making skills.

Design Implications¶

Context¶

Requirements¶

• Educators provide only minimal guidance during the exploration phase to maximize its benefits

Constraints¶

• The guide attributes the model's effectiveness to prior science-education work rather than testing it in this curriculum

Target Learners¶

• youth in grades 5-8 learning Earth Science

Target Learning Objectives¶

• science concept learning
• scientific reasoning abilities
• practical science inquiry methods and interpretation

Claims¶

• The learning cycle is reported as an effective means for learning science concepts and processes [+W]

Related Theories¶

Examples¶

-

Key Sources¶

• 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