Learning Cycle Approach Research Articles

Exploring the relationship between LMS interactions and academic performance: A Learning Cycle approach

Research on the relationship between the digital traces of students in Learning Management Systems (LMS) and their academic performance has traditionally been an area of interest in the field of learning analytics. Aiming at achieving high interpretability and generalizability, this study reviews past research, defines a new categorization scheme for interactions in LMS and investigates the relationships between clickstream data of students’ activity and course performance, measured as final grade. The results of the multiple regression analysis of Moodle log data collected from three courses of diverse nature using various classifications of interactions suggest that the new categorization, the CILC (Classification of Interactions based on the Learning Cycle), improves the explanatory power when compared to previous classifications. The analysis suggests that the predictive ability of the models could depend on the delivery mode, with predictions improving as the delivery mode transitions from face-to-face learning to online learning. This finding highlights the need for context-specific considerations about the learning process. Compared to previous research, the analysis also reveals nuances that suggest that the relationships may depend on the instructional design. Finally, the findings also seem to support the notion that increased data quantity and quality may improve predictive models. In summary, the study contributes with valuable insights into the interplay between LMS interactions, course delivery mode, instructional design, and academic performance, and advocates for a balanced exploration of white-box and black-box modeling approaches in learning analytics research.

A Learning Cycle Approach for Inquiry-Based Teaching 5E Instructional Model

The implementation of inquiry-based teaching is a major theme in national science education reform documents. Science for All Americans (Rutherford & Alhgren, 1990) and the National Science Education Standards (NRC, 1996). This research argue that inquiry needs to be a central strategy of all science curricula. Using a learning cycle approach in the classroom helps to facilitate inquiry practices because learning cycles focus on constructivist principles and emphasize the explanation and investigation of phenomena, the use of evidence to back up conclusions, and experimental design. Although there are several variations of learning cycles, the one that is highlighted in this research as a method to support inquiry-based teaching is the 5E Instructional Model (Bybee & Landes, 1990). The use of this model in several science education professional development programs is also addressed.

Evaluating corporate-startup collaboration: A government perspective

Government authorities are seeking new, cost-effective ways to stimulate growth and job creation by increasingly favoring the development of innovation ecosystems. Corporate-startup collaboration as a phenomenon has therefore progressively been supported by government authorities as a way of simultaneously helping startups to scale and providing opportunities for incumbents to renew themselves. However, evaluating the results of such collaborations is complex, which means that it can be a challenge for any government agency to evaluate its related interventions. This paper is explorative and based on empirical data from a study of the Swedish innovation agency, Vinnova. The purpose is to improve our understanding on how governments today evaluate government funded corporate-startup collaboration initiatives and how evaluations can be improved by utilizing methods based on theory-driven and realist approaches. An evaluation framework for policy makers based on a theory-driven and learning cycle approach is presented in this paper.

Data-driven activity reform: employing design research to improve scaffolding and concept development

For six semesters, activities have been incorporated into first year general chemistry courses in an effort to build student conceptual chemistry knowledge. The activities follow a learning cycle pedagogy (similar to Process Oriented Guided Inquiry Learning or POGIL activities) and consist of guiding questions involving animations, models, simulations, or a data set and are completed by students working in groups. The efficacy of the learning cycle approach and learning outcomes from POGIL and other similar initiatives have been well studied; however, examining how scaffolding in chemistry learning cycles can improve learning outcomes has not been well studied. In Fall 2016, an activity was implemented in a first semester general chemistry course that focused on energy changes during bond breaking and bond making. The data showed that, even after working with the PhET Atomic Interactions simulation guided by the activity, about half of the students in the sample (N = 55) still thought bond-breaking was an exothermic process, even though they collected data from the simulation that indicated otherwise. After analyzing student answers, the activity was redesigned to increase scaffolding and improve concept development. Students’ performance improved greatly with the implementation of the second activity with 82% of students (N = 34) able to identify and distinguish between exothermic and endothermic processes. Results have implications for applying research-based techniques to activity development to improve students’ conceptual understanding in chemistry.

On the Impact of Learning Cycle Teaching on Austrian High School Students\u2019 Emotions, Academic Self-Concept, Engagement, and Achievement

Over the past several decades, empirical support for inquiry-based forms of science teaching has accumulated. Critical voices, however, also exist, claiming that minimally guided teaching approaches might be less effective than guided forms; they might even be harmful, particularly for novice students, due to the production of cognitive overload. In this study, a more guided type of inquiry-based forms of instruction was therefore selected, which can be traced back to Alfred N. Whitehead: the so-called learning cycle approach. This approach was applied to science classes with 280 socioeconomically disadvantaged students in lower secondary education at low-track schools in Austria. Using a pre-test post-test experimental-control group design, this study investigated the effects of this instructional approach not only concerning students’ cognitive development but also concerning their state and trait emotions, their behavioral engagement in class, and their academic self-concept. The results indicated that the application of the learning cycle approach had a positive impact on most of the measured students’ trait emotions and state emotions during the romance and generalization phases of a full learning cycle. It further improved the students’ behavioral engagement during lessons and strengthened their academic self-concept. Finally, it was found that the learning cycle approach positively affected the students’ cognitive development after the 2-year treatment. Suggestions for improving the implementation of this teaching approach in science classes are given; some proposals for optimizing future research on learning cycle teaching are also made.

The 7E Learning Cycle Approach to Understand Thermal Phenomena

Conceptual understanding is often a problem in science learning, and this issue has become the point of science education experts, including in Indonesia. Lately, ten articles in Indonesia and six articles in other countries have discussed the model of the 7E Learning Cycle. It was mentioned that this model is able to increase learners’ conceptual understanding. This research intended to reveal the effectivity of physics learning using the 7E Learning Cycle in improving students’ understanding of temperature and heat concepts. The research design is quasi-experimental with a non-equivalent control group design. The sample was senior high school students. Objective test in the form of multiple choices equipped with reason was employed as the data collection instrument. Based on the data analysis, the value of Effect Size was 0.5 and belonged to the medium category. In other words, the use of the 7E Learning Cycle model is sufficient to improve the learners’ understanding of temperature and heat concepts. This could be seen from the success of the learning process that integrates the whole seven stages with the seven indicators of conceptual understanding in detail. Thus, the 7E Learning Cycle could be effectively applied and can increase the students’ conceptual understanding.

THE LEARNING MEDIA DEVELOPMENT MODULE OF TECHNICAL IMAGES BASED ON CYCLE 5E LEARNING APPROACH

<p><em>This research analysist engineering drawing module that developed based on Learning Cycle 5E approach includes engagement, exploration, elaboration, evaluation and adapted to the Competency Standards and Basic Competencies of Curriculum 2013. Learning Cycle 5E was chosen as a development model because it is considered in line with the Curriculum 2013. The objective of this research are : (1) Developing a learning media Drawing Technique in the form of module based on learning cycle approach 5E as supporting technical drawings subjects in SMK. (2) Doing fesibility analysis developing a learning media drawings technique in the form of module based on learning cycle approach 5E as supporting technical drawings subjects in SMK based on material assesment, media, and teacher's subjects.</em></p><p><em>Developing a learning media module drawing technique based on learning cycle approach 5E refer to developing 4D thiagarajan model. Developing 4D model consists of 4 main steps: define, design, development, and disseminate. Because there are some reason, this developing research is limited to development steps. While for the disseminate is doing with the questionnaire of teacher responses.</em></p><p><em>The results of this research are: (1) A Learning Cycle 5E Engineering Drawing Module developed on the basic competence of the size tags and layout of image size, sign recognition and the location of the cut image, the introduction and application of the cut image type. (2) Feasibility study engineering drawings Module media-based Learning Cycle 5E Approach derived from the results of the expert assessment of the material and media experts. The result of the expert assessment of the material obtain an average percentage 87.5% it is included on the criterion of "very good". The results of the assessment of the experts the media earn the average percentage of 88.006% and included on the criterion of "very good", and now from the responses the teacher obtained the mean percentage of 91.67%, it is included in the criteria of "very good".</em></p><p> </p>

Theory-Based Teaching Strategies for Conceptual Understanding of Chemistry

<div>The Information Processing Model and the Social Constructivist Theory provide a basis for modifying teaching strategies traditionally used in introductory chemistry courses. Theory-based strategies that have potential for improving students conceptual understanding of chemistry include: Integrating the macroscopic, particulate and symbolic ways of representing matter whenever appropriate; using Concep- Tests during lectures; utilizing the Learning Cycle approach for laboratory instruction, and using Problem- Based-Learning.</div><div> </div>

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

The study sought to identify the effectiveness of 3E, 5E learning cycle and the conventional approaches in teaching a Biology lesson. The mixed method approach was used for this study. Three science classes in three Senior High Schools were randomly selected. For the quantitative aspect, a pre-test-post-test non-equivalent quasi-experimental design with two experimental groups was used. The qualitative part constituted an interview to find out students’ views with regards to the 3E and 5E teaching approaches. The students in the experimental groups were instructed through 3E and 5E learning cycle whilst those in the control group were instructed on the same concept through conventional approach. ANCOVA and independent t-test were used to analyse the data. The results of the study showed that the experimental groups performed better on the post-test as compared to the control group. The results also revealed that the learning cycle approach was more effective in teaching the biology concepts than the conventional approach. The 3E learning cycle was found to be more effective for improving the performance of low achievers. The students exposed to the 3E and 5E approaches showed positive attitudes towards learning cycle when they were interviewed. Teachers should be encouraged to learn and use the learning cycle approach in the teaching and learning process of Biology concepts.

Informal learning in science museum: development and evaluation of a mobile exhibit label system with iBeacon technology

Informal science learning has drawn the attention of researchers, educators and museum administrators for a long time. However, the problem of how to better support visitors to be more engaged while visiting exhibits and improve informal science learning performance is still missing. Context-aware technologies have the advantages of fostering learning interest and providing real time feedback. Previous studies have examined the effectiveness of 5E Learning Cycle in science learning. To address the problem, this study aims to develop a mobile label assisted system using the 5E Learning Cycle approach based on iBeacon technology in a science museum. A total of 43 college students participated in this study. Participants from different majors were assigned to two groups in an effort to make the groups relatively equivalent in terms of student majors. One group was the experimental group (mobile label assisted visiting mode, n = 21), and the other one was the control group (traditional visiting mode, n = 22). From the results of learning performance, stay-time, behavioral pattern analysis, and interviews, it was found that the mobile label assisted system can effectively guide visitors to interact with exhibits, conduct thoughtful learning, and prolong the visiting stay-time. Visitors are willing to visit the science museum with it. This was one of the very few studies focusing on the application of iBeacon to design mobile label system in a science museum. It turned out that iBeacon technology has huge potential applications for the future science museum.

ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: Insights into Molecular Visualization Design

An electronic learning tool (ELT) on precipitation reactions was designed featuring a cartoon chemistry tutor named “Dr. NRG” who directs students through a learning cycle approach to explore the nature of precipitation reactions. Studies done with instructors and students informed the design of atomic level animations that were a main feature of the ELT. Findings from a naturalistic study featuring data from a metacognitive activity embedded in the tool demonstrate the ELT’s effectiveness. This communication summarizes a paper that was discussed May 8, 2015 to May 14 2015 during the spring 2015. Discussions following the paper centered on students’ misconceptions, instructors’ involvement in the development, and pedagogical practices involving animations.

Effect of Learning Cycle Approach-based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4 th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different classes in a state school in the province of Kastamonu, in 2015-2016 academic years fall term. Classes were assigned randomly as experimental group (N=33) and control group (N=32). Lessons were conducted based on learning cycle approach in experimental group. In control group, lessons were conducted based on teacher centered method. Data were collected through achievement test, attitude and motivation scales. For analyze the data, one-way ANOVA and independent t-test were used to compare the groups' scores. According to research results, it was found that a significant difference between experimental and control groups' academic achievement test and motivation scale post-tests scores, in favor of experimental group. Additionally, it was identified that the difference between retention test scores were also significant statistically in favor of experimental group. Yet, it was reached that the difference between attitude scale scores of experimental and control group were not significant statistically.

The Effect Of 7e Learning Cycle Approach On Students’ Conception On Changes In Matter, Energy And Time

The purpose of this study is to determine the effect of 7E Learning Cycle Approach on students’ level of conception on Changes in Matter, Energy and Time. Specifically, it seeks to answer the following questions: (1) What is the students’ level of conception on Changes in Matter, Energy and Time before and after the class is taught using the 7E learning cycle approach? (2) Are there differences on the students’ level of conception in each subtopic before and after using the 7E learning cycle approach? (3) Are there differences on the students’ overall level of conception before and after using the 7E Learning cycle approach? (4) What is the students’ perception on the use of the 7E Learning cycle approach in Changes in Matter, Energy and Time? The experiment lasted for three weeks and involved one intact class of 48 students enrolled in High School Chemistry class during the School Year 2010 – 2011. Before the implementation of 7E learning cycle approach a 15-item researcher made two-tier test was administered. The results of the pretest and posttest were used in determining the students’ level of conception on Changes in Matter, Energy and Time. A perception questionnaire was given to 10 randomly selected students. The subtopics included in the study were: Law of Definite Composition, Information from Balanced Equations, Types of Reactions, Exothermic and Endothermic Reactions, and Factors Affecting the Rates of Chemical Reaction. To determine how well the students understood the topic for the day, a two- tier concept test for evaluation was given to the class every session as their output. Students got high scores which imply that they understood the lesson after exposing them to 7E learning cycle approach. According to them they understood the lesson easily using the said approach. They enjoyed learning and promoted the spirit of cooperation in doing the activities which are based on the 7E learning cycle. Students who have difficulty in understanding the Chemistry concepts realized that they have the capacity to understand the lesson. The answers in the two-tier concept test in the pretest and posttest were then evaluated to get the students’ level of conception per subtopic. The level of conception was determined by computing the weighted means for each subtopic. In addition to that, t-test for correlated means was also applied in determining the differences of the students’ level of conception in each subtopic before and after the 7E learning cycle approach. The overall level of conception was also determined by using the grand weighted mean of pretest and posttest. The t –test score was also used in determining the overall level of students’ conception before and after using the 7E learning cycle approach. Result of the study revealed that the 7E learning cycle approach improved the students’ conception on Changes in Matter, Energy and Time. The students perceived that the approach is enjoyable, helped them develop positive attitude towards Chemistry, understand the concept better and deeper, and give a clear understanding on the concepts on Changes in Matter, Energy and Time.

Learning Cycle Approach (lca) for Effective Teaching and Learning of Glycolysis and the Krebs Cycle

Learning Cycle Approach (lca) for Effective Teaching and Learning of Glycolysis and the Krebs Cycle

Teaching STEM Effectively with the Learning Cycle Approach

The main challenges for teachers with regard to STEM-oriented instruction are: 1) How to integrate science, technology, engineering and mathematics in such a way that students see the interconnectedness and interdependence between these disciplines; and 2) How to help students realize that solutions to real world problems or issues involve the combined use of knowledge, processes and practices from all of these disciplines. In order to teach STEM effectively, these two challenges must be met, but how? Teachers need pedagogical approaches or models that can address these challenges effectively. Given that the STEM definition adopted by IPST includes “the application of knowledge to real-life problem solving”, it follows that effective STEM-oriented instruction must involve a pedagogy that is centered around real-life issues, concerns, problems or questions and offers students the opportunity to employ two or more of the STEM disciplines in an integrated manner to address the questions.

Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study

In the past three decades, researchers have noted the limitations of a problem-solving approach that overemphasizes algorithms and quantitation and neglects student misconceptions and an otherwise qualitative, conceptual understanding of chemical phenomena. Since then, studies and lessons designed to improve student understanding of chemistry has overwhelmingly targeted introductory level, high school and first-year college students. In this article, we present a model-based learning cycle approach with upper-level undergraduate and beginning graduate students that investigated their ability to model the adiabatic and isothermal compression/expansion of a gas in a syringe. We were interested to observe, given the extent of their previous chemistry coursework, how students struggled to connect macroscopic observations with particulate representations. Analysis of laboratory reports, reflective journal entries, and classroom discourse transcripts indicate the learning experience was efficacious in uncovering and addressing student conceptual challenges with using models appropriately to describe gas behaviour under the experimental conditions for this investigation.

Using the Learning Cycle Approach in Designing the Instruction of e-Marketing and its Effectiveness on Developing Systemic Thinking Skills and Motivation to Learn among Commercial Secondary School Students

This aim of this research was to use the learning cycle approach in designing e-marketing subject and measure its effectiveness on developing systemic thinking skills and learning motivation among commercial secondary school students. To achieve this purpose, the researcher used a mixed approach of experimental and developmental research methodology. The researcher developed a systemic thinking skills test and a learning motivation scale. The researcher also developed a learning unit on the principles and concepts of emarketing to be used with students of Commercial Secondary Schools. These tools were applied on a sample consisted of 60 students from the commercial secondary schools during the 2011/2012 academic year. The results of this research revealed that the designed instruction based on the learning cycle approach has a statistical and a practical significance on developing systemic thinking skills and learning motivation among commercial secondary school students. Based on these results, a set of educational recommendations and suggestions were proposed.

Using the Learning Cycle Approach in Designing the Instruction of e-Marketing and its Effectiveness on Developing Systemic Thinking Skills and Motivation to Learn among Commercial Secondary School Students

This aim of this research was to use the learning cycle approach in designing e-marketing subject and measure its effectiveness on developing systemic thinking skills and learning motivation among commercial secondary school students. To achieve this purpose, the researcher used a mixed approach of experimental and developmental research methodology. The researcher developed a systemic thinking skills test and a learning motivation scale. The researcher also developed a learning unit on the principles and concepts of emarketing to be used with students of Commercial Secondary Schools. These tools were applied on a sample consisted of 60 students from the commercial secondary schools during the 2011/2012 academic year. The results of this research revealed that the designed instruction based on the learning cycle approach has a statistical and a practical significance on developing systemic thinking skills and learning motivation among commercial secondary school students. Based on these results, a set of educational recommendations and suggestions were proposed.

Developing Learning Activity Based on the Learning Cycle Approach to Promote Students’ Understanding of Square Root

Developing Learning Activity Based on the Learning Cycle Approach to Promote Students’ Understanding of Square Root

Promoting Students’ Understanding of SQL in a Database Management Course: A Learning Cycle Approach

AbstractSQL (Structured Query Language) is an important topic that can help students understand database management concepts because this language can be applied to solve problems, manipulate data, and extract meaningful information. One often finds teaching and learning of SQL difficult because of the abstraction of conditions, hard-to-understand queries and ill-defined errors. In traditional classes, the teachers describe each command, followed by an example from a textbook, while students remain passive. In this study, an SQL learning unit based on the learning cycle approach was developed to promote undergraduate students’ understanding. For each command, the students started by exploring a statement and were asked to predict and verify its outcome using Microsoft Office Access. Next, the command syntax was explained and the errors were discussed. Finally, the students performed their own task in couple or individually. Results from this study revealed that the proposed learning unit based on the learning cycle approach could help students to improve their understanding of SQL in a Database Management course. This research study provided a useful guideline for further the development of the learning unit.