An Overview of Learning Cycles in Science Inquiry-based Instruction

Christian Nicol,Gonzague Habinshuti,Emmanuel Gakuba

doi:10.4314/ajesms.v16i2.5

Abstract

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.

Highlights

The learning cycle is a model that structures and divides instruction into sequential phases that follow the pattern of the scientific inquiry process (Marek, 2008)
The activities in this phase can be used as the basis for evaluation (Dass, 2015). This phase gives learners who missed firmly understanding the concepts being investigated another learning opportunity. Evaluation is both a separate phase and an activity that applies throughout other phases in the learning cycle (Dass, 2015)
The learning cycle in scientific inquiry is built upon three fundamental phases which are exploration, explanation and elaboration as these represent the obvious basic stages in learning

Summary

Introduction

The learning cycle is a model that structures and divides instruction into sequential phases that follow the pattern of the scientific inquiry process (Marek, 2008). According to Settlage (1999), the learning cycle provides both hands-on and minds-on learning opportunities which help learners develop independent reasoning abilities by deep reflection on classroom learning activities. It provides both teachers and learners with a unique experience of a more methodic approach to knowledge construction and creates greater. Structuring an overview, every article that adequately instruction in a way that maximizes learning addressed at least one of the key words was outcomes by provoking learners' thinking included for this study.

Results

Discussion

Conclusion