Learning Cycle Approach Research Articles

Penerapan Learning Cycle Approach Sebagai Upaya Meminimalisasi Miskonsepsi Mahasiswa Pada Materi Struktur Molekul

This study aims to diagnose the misconceptions on the molecular structure of matter and investigate the use of learning cycle approach to minimize misconceptions of students on such materials. This research was conducted on students of chemistry education Prodi in one of LPTK in semester one academic year 2009/2010. Data collection techniques used are claim forms diagnostic tests misconception right/ wrong reason given before and after lessons, interviews, and document analysis. The collected data were analyzed using descriptive analysis by way of analyzing the peritem about to be concluded. Results showed that happened on student misconceptions contained in the concept drawing Lewis structures, the determination of polar and non polar, the determination of the geometrical structure based on VSEPR theory and the theory hibrisasi, distinguish between the geometrical structure of the molecular shape, determine the electron configuration for the molecule, and calculate the bond order (b) Frequency of students who have misconceptions have been reduced after being given the study by Learning Cycle approach. Keywords : learning cycle, misconceptions, pembelajaran struktur molekul

Scientific Modeling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modeling

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science, inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme was effective in providing positive influence on teachers’ views of inquiry and NOS.

Managing the Inquiry Classroom: Problems & Solutions

Research Article| November 01 2000 Managing the Inquiry Classroom: Problems & Solutions Anton E. Lawson Anton E. Lawson Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2000) 62 (9): 641–648. https://doi.org/10.2307/4451002 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Anton E. Lawson; Managing the Inquiry Classroom: Problems & Solutions. The American Biology Teacher 1 November 2000; 62 (9): 641–648. doi: https://doi.org/10.2307/4451002 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

A Learning Cycle Approach to Introducing Osmosis

HELPING students understand the nature of science and how to use scientific reasoning patterns have long been central goals of science education (e.g. American Association for the Advancement of Science [AAAS] 1928; 1989; 1990). However, in spite of a general and long-term philosophical commitment to these goals, the vast majority of research forces the conclusion that the goals have been largely unfulfilled. In our freshman level nonmajors course, lack of scientific literacy shows up in a number of ways, including student confusion regarding how to test tentative explanations and confusion regarding the similarities and differences among theories, hypotheses, laws and predictions. Indeed, in spite of our efforts, several students remain confused about the meaning of these terms during the entire semester. With the aim of reducing this confusion and helping students develop skills in generating and testing alternative explanations, we have developed several learning cycle-based inquiry labs that allow students to make observations, which in turn provoke the generation of causal questions. Once causal questions are raised, students generate and test several alternative explanations—all with minimal guidance from us. As you might imagine, this turns out to be no easy task for many students. Nevertheless, we believe that this is the best way to help students develop scientific reasoning skills and an awareness of the nature of science. Consequently, the purpose of the present article is to describe how we attempt to improve scientific literacy in the context of teaching about osmosis. We hope that you might try the approach to see how it works with your students. But if you do, expect a few rough spots. Experience suggests that many teachers and students alike need to develop new teaching and learning skills before success is attained. We will include hints about how to overcome some of the rough spots later. Most learning cycles, including the present one, include an initial ‘‘hands-on’’ instructional phase called exploration in which students explore new objects, events or situations. The exploration phase

A Learning Cycle Approach to Introducing Osmosis

A Learning Cycle Approach to Introducing Osmosis

Slide Observations – Promoting Active Learning, Landscape Appreciation, and Critical Thinking in Introductory Geology Courses

As part of a major constructivist-based, science-reform movement at our university, we have developed a type of in-class exercise we call a slide observation. The pedagogical sequence we follow during a slide observation is a learning cycle, consisting of three phases: exploration, term and concept introduction, and concept application. The exploration phase involves students observing a geological photograph, listing observations, and posing questions and possible explanations. We then have them think-pair-share and contribute their observations to the entire class. This is followed by a term- and concept-introduction phase, involving instructorguided introduction of terms and elaboration of concepts, starting from the student observations and questions. The final concept-application phase of the learning cycle involves application, extension, and generalization of the lesson to new situations or locales. A learning-cycle approach is constructivist in philosophy because the students use their own observations and thoughts to construct personal concepts and mental frameworks. Slide observations engage the students and help them have fun, become more actively involved in their learning, develop critical-thinking skills, distinguish observation from interpretation, and practice communication with their peers.

A learning cycle approach to dealing with pseudoscience beliefs of prospective elementary teachers

(1993). A learning cycle approach to dealing with pseudoscience beliefs of prospective elementary teachers. Journal of Science Teacher Education: Vol. 4, No. 2, pp. 33-36.

A Learning Cycle Approach to Art History in the Classroom

(1993). A Learning Cycle Approach to Art History in the Classroom. Art Education: Vol. 46, Art History, pp. 19-24.

Evaluation of three instructional methods for teaching general chemistry

Study designed to determine the relative effectiveness of three different instructional approaches on college chemistry laboratory achievement: the traditional approach, the learning cycle approach, and computer simulation.

Teaching a Biology Concept Using the Learning Cycle Approach

Teaching a Biology Concept Using the Learning Cycle Approach

Description and evaluation of an inservice model for implementation of a learning cycle approach in the secondary science classroom

Description and evaluation of an inservice model for implementation of a learning cycle approach in the secondary science classroom

Steps to abstract reasoning: An interdisciplinary program for cognitive development

A learning cycle approach to undergraduate instruction was implemented in a variety of subjects in the liberal arts and sciences. The students in the experimental program were typical representatives of an institution with liberal admissions policies. Significant gains were made in critical thinking and cognitive skill development by the experimental group. Additionally, retention of the experimental group was improved. Gains of this sort have the potential to rekindle hope in college faculties that some of the traditional goals of higher education that center on critical thinking and cognitive skill development need not be abandoned in institutions with liberal admissions policies.