Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers

Mahsa Kazempour,Aidin Amirshokoohi,Katrin Blamey

doi:10.30935/scimath/9547

Abstract

Studies focusing on pre-service teachers have shown that the inclusion of the learning cycle model in a methods course result in improvement in understanding of and attitude toward the learning cycle model of inquiry. However, pre-service teachers’ understanding and beliefs about the learning cycle model may remain varied and inaccurate and their implementation may be inhibited due to their beliefs about teaching and learning and roles as teachers. In this article, we will discuss our extended 5E learning cycle model introduction approach consisting of active engagement and immersion of preservice teacher in the process of learning about the 5E model.

Highlights

Elementary preservice teachers often have had negative prior experiences with science and hold various beliefs not aligned with science education reform (Appleton, 2006; Kazempour & Sadler, 2015; Bleicher, 2009)
The learning cycle model emphasizes the importance of initiating the learning experience by engaging the students and piquing their curiosity, ensuring that students have opportunities to apply their newly gained understanding of concepts, and evaluating student understanding throughout the cycle through diagnostic, formative, and summative assessments
We formally introduce the 5E learning cycle; before we do so, we ask the students to work in their teams to discuss what they noticed about each stage that we went through as a class

Summary

Introduction

Elementary preservice teachers often have had negative prior experiences with science and hold various beliefs not aligned with science education reform (Appleton, 2006; Kazempour & Sadler, 2015; Bleicher, 2009) This population typically relate their attitude and lack of confidence in learning and teaching science to their own prior experiences which they normally report as being limited or consisting primarily of teacher directed discussions, text-based readings, and some sporadic activities (Kazempour, 2013, 2014; Kazempour & Sadler, 2015; Tosun, 2000). The core of the model focuses on the constructivist-based notion of allowing students to explore the concepts through first-hand experiences before the formal introduction of concepts via the text and/or the teacher In this way, the learning cycle addresses the limitations of both the teacher-directed model of direct instruction as well as the ‘activitymania’ approach (Moscovici, 1998) which consists of incorporating sporadic and disjointed activities void of any meaningful purpose and conceptual connection. The learning cycle model emphasizes the importance of initiating the learning experience by engaging the students and piquing their curiosity, ensuring that students have opportunities to apply their newly gained understanding of concepts, and evaluating student understanding throughout the cycle through diagnostic, formative, and summative assessments

Objectives

Discussion

Conclusion