The Learning Cycle as an Instructional Model in Science Education

Student Annotated Bibliography

This article is found in the article Research Matters-to the Science Teacher and it covers the key attributes found in the learning cycle when teaching science,(1) introduce the concept, (2)discuss the concept, and (3)applying the concept. This article is directed towards science teachers of all levels.

Abraham, M. (1997). The learning cycle approach to science instruction. Research Matters to the Science Teacher. Retrieved April 13, 2005, from http://www.educ.sfu.ca/narstsite/publications/research/cycle.htm.

This publication addresses the three phases of the learning cycle that provide opportunities for students to create enduring meaningful knowledge of their world. This article is for all educators that are interested in teaching using the learning cycle method for enduring knowledge for their students to create meaningful understanding about their world.

Barnum, C.R. (1989). An expanded view of the learning cycle: New ideas about an effective teaching strategy. Council for Elementary Science International, Monograph and Occasional Paper Series #4. Retrieved January 23, 2005, from http://www.sahra.arizona.edu/education/pbl_workshop/TheLearningCycle.htm

This article reflects the components of impact experiential learning; furthermore, it offers a guide on how to implement this model. This article is geared towards upper grade teachers and peer trainers in gaining motivation and academic progress.

Carr, R., & Owl, G. (2001).The peer helper trainer experiential learning cycle. Peer Counselor Journal. Retrieved April 4, 2005 from http://www.peer.ca/PCJ12.2EXP.html

This article discusses the learning cycle and how this model has its roots embedded in the developmental learning theories of Piaget. This article is directed towards all levels of educators.

Center of Excellence for Science and Mathematics Education at the University of Martin. The learning cycle model. Physical Science Activities Manual. Retrieved March 5, 2005, from http://www.utm.edu/departments/ed/cece/cesme

This website provides information on inquiry learning and their interpretation of the learning cycle applied in a 5-E version, which provides examples on how to apply the theories as well as objectives and thinking of both teacher and students. The website is best suited for university students or professionals who wish to follow a guide when preparing their lessons in the learning cycle format.

Coe, M. A., (2001). The five E learning cycle model. Retrieved January 23, 2005, from http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm.

This website provides information on inquiry learning and their interpretation of the learning cycle applied in a 5-E version, which provides examples on how to apply the theories as well as objectives and thinking of both teacher and students. The website is best suited for university students or professionals who wish to follow a guide when preparing their lessons in the learning cycle format.

Coe, M. A., (2001). The five E learning cycle model. Retrieved January 23, 2005, from http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

Inquiry and the 5 E Model is a set of interrelated process to pose questions to students about the natural world and reflect the acquisition of scientific understanding; students acquire knowledge and knowledge and develop a rich understanding of concepts, principles, models and theories. This lesson is for science educators in high school.

Crowther, D. (1996). Inquiry and the 5 e model. Electronic Journal of Science Education. 29 March 2005. http://www.siue.edu/~eabusha/InquiryFive EModel.html

This editorial is found in the Electronics Journal of Science Education and is an attempt the journal has made to shift from a research topic presentation-type publication to a more practical application of research; in the case of research on the learning cycle, it gives an overview of its origin and process, crediting constructivist like Karplus, Thier and Bybee, along with practical applications of this interrelated inquiry process, which is critical to all science curricula. This article is directed toward science and non-science educators of all levels, from elementary to post-graduate.

Crowther, D. T. (2005). Here we grow again: Applications of research & modelinquiry lessons. Electronic Journal of Science Education Editorial. Retrieved February 14, 2005, from http://unr.edu/homepage/crowther/ejse/crowedit4.html

The website provides theory of the learning styles developed by David Kolb from his work on the four stage learning cycle. This audience is people who are interested in how people learn as applied to the different states of the learning cycle.

David Kolb's learning styles model and experiential learning theory (ELT). Retrieved February 21, 2005, from http://www.businessballs.com/kolblearningstyles.htm.

This article discusses how the 5E learning cycle and instructional model, credited to Bybee, should be expanded to a 7E model, which include the stages of elicit, engage, explore, explain, elaborate, evaluate, and extend, to ensure the eliciting of prior knowledge and to extend the transfer of concepts. This article is suitable for teachers of all grade levels and subjects.

Eisenkraft, A. (2003). Expanding the 5E model. The Science Teacher, 70, 6. RetrievedJanuary 27, 2005 from http://www.its-about-time.com/htmls/ap/eisenkrafttst.pdf

This article is based on Kolb’s theory of the learning cycle. It explains the four stages of the learning cycle and the importance of taking time to refine information. This article is suitable for teachers of all grade levels.

Electronic reference from the College of St. Scholastica. (2005). The Kolb learning cycle.Retrieved February 14, 2005 from http://www.css.edu/users/dswenson/web.PAGEMILL/Kolb.htm

The Experiential Learning Approach is a participatory four step learning cycle. The article also describes the student and instructor roles, and further indicates that this approach was developed with skill development and the adult learner in mind.

Franca , Z. (n.d.). The experiential learning approach. ISNAR Learning Modules. Retrieved April 11, 2005, from http://www.farmradio.org/eng/publications/bdg/learning.pdf

This writing gives a biography on the life and work of Robert Karplus in science education and provides information on his research into learning styles and his purpose for developing the learning cycle. This article is best suited for professionals looking for background information in order to find more resources into the reasoning and development behind
the learning cycle.

Fuller, R. G., (2003). “Don’t tell me, I’ll find out” Robert Karplus—a
science education pioneer. Journal of Science Education and Technology, 12, 359-369.

This article provides an overview and distinctions of learning cycles. Furthermore, it presents a critical outlook of learning models. It is intended for upper grade teachers who seek information on different perspectives of distinctive learning cycles.

Greenaway, R. (2002). Experimental learning cycles. Powerful learning experiences in management learning and development. Retrieved February 14, 2005 from http://reviewing.co.uk/research/learning .cycles.htm

This online article depicts how the learning cycle can be used to teach student through the use of the learning cycle approaches to care about their community and environment to create meaningful experiences for the students. This article could be helpful for all educators that wish to expose their students to enduring knowledge of science and the world.

Henton. (1996). Teaching and learning approaches experiential learning cycle. The C urriculum in Action. Retrieved January 23, 2005 from http://www.tki.org.nz/r/health/cia/make_meaning/teach_learnappr_cyc_e.php

This article presents Piaget’s theory and reasoning patterns by self-regulation and states that the Learning Cycle main objective is to facilitate concept development and includes three phases: exploration, concept introduction, and concept application. The audience is professionals interested in learning about the origins of the Learning Cycle and other research related to the development of reasoning that can lead to a better understanding of concept development which students go when attempting to understand science concepts.

Karplus, R. (1977). Science teaching and the development of reasoning.Journal of Research in Science Teaching, 14, 169-175.

This article outlines the power of the learning theory by Kolb and gives points about its application, ultimately stating that “experience” is the key for the learner such as in learning a second language (ESL). This reference best used for all grade level, bilingual, and monolingual educators for information on the benefits of implementing the experiential learning theory.

Kelly, C. (1997). David Kolb, the theory of experiential learning and ESL. The Internet TESL Journal: 3(9). Retrieved February 7, 2005.

The following article explains Kolb’s learning cycle step by step. This article is best suited for science teachers.

Kolb, D. The Kolb learning cycle. Retrieved Feb. 12, 2005, from website: http://utminers.utep.edu/awcanales/kolblearningcycle.htm

This article addresses the effectiveness of using the learning cycle or text passage as a means of reading comprehension; the outcomes reflected that the students who read learning cycle passages had greater retention than the students who read the text passage. This article is best suited for: science teachers K-12, undergraduate students in curriculum science development and graduate students in master science programs.

Lawson, A. E. Musheno, B.V. (1999). Effects of learning cycle and traditional text on comprehension of science concepts by students at differing reasoning levels. Journal ofResearch in Science Teaching. Retrieved March 27, 2005 from http://0-www3.interscience.wiley.com.lib.utep.edu/cgi-bin/fulltext/30002615/PDFSTART

This article discusses how the learning cycle is not a teaching method but a structure that can be used to teach other methods; it shows how teachers can use the learning cycle to follow the National Science Education Standards and how the learning cycle reflects constructivism. This article is written for pre-service teachers such as elementary education majors and secondary education majors.

Marek, E.A., Gerber, B.L., & Cavallo, A.M. (1999). Literacy through the learning cycle. Retrieved March 31, 2005 from http://www.ed.psu.edu/CI/Journals/1998AETS/t3_6_marek.rtf

This is a study of preservice teachers who took the LCT (Learning Cycle Test which consist of 13 questions, multiple choice) to see how much they understood about the learning cycle; the study shows how to implement the learning cycle and observes how many preservice teachers have misconceptions about the learning cycle. This article targets education professors and pre-service teachers.

Marek, E.A., Laubach, T.A., & Pedersen, J. (2003). Preservice elementary school teachers’ understandings of theory based science education. Journal of Science Teacher Education, 14(3). Retrieved March 31, 2005 from http://www.kluweronline.com/article.asp?PIPS=5146877&PDF=1

This describes a study of students that are absent during learning cycle phases: A technological alternative for make-up work in laboratory based high school chemistry. The article is written to address high school chemistry class, but could be adapted to any level wherein the learning cycle is being used to guide the students to an enduring knowledge of science and their world.

Marek, E., Askey, D., & Abraham, M. (2000). Student absences during learning cycle phases: a technological alternative for make-up work in laboratory based high school chemistry. International Journal of Science Education, VOL. 22, NO. 10, Retrieved March 13, 2005, from ISSN 0950-0693 print/ISSN 1464 - 5289 online @ 2000 Taylor & Francis Ltd (URL) http://utminers.utep.edu/klmenchey.htm

Learning Cycle Lesson Plan Assignment is Developing Children's Conceptual Understandings is planning and teaching science lessons that will become a regular part of your future teaching duties. This lesson is for teaching science in the Elementary School using this Learning Cycle Unit.

McDonald, J. (2002). Learning cycle lesson plan assignment – Developing children’s conceptual understanding. 02 February 2005. www.jim.mcdonald@cmich.edu.

This article talks about the effects of the learning cycle as compared to a traditional text presentation. This is a good article for any educator audience, but particularly for high school biology teachers that may be looking to utilize learning cycle in science.

Musheno, B.V., & Lawson, A.E. (1999). Effects of learning cycle and traditional text oncomprehension of science concepts by students at differing reasoning levels. Journal of Research in Science Teaching 36, 23-27.

This is an introduction to experiential learning the article breaks down the philosophy and explains the different models and its stages. This is beneficial for any educator K-16.

Neill, J. (2004). Experiential learning cycles: Overview of 9 experiential learning cycle models, accessed 3/29/05, http://www.wilderdom.com/experiential/elc/ExperientialLearningCycle.htm

The following article describes different styles of the learning cycle. It is best suited for science teachers.

Neill, J. (2004). Experiental cycles: Overview of 9 experiential learning cycle models. Retrieved Jan. 19, 2005, from Outdoor Education Research & Evaluation Center website: http://utminers.utep.edu/awcanales/experientalcycles.htm

This article critiques the experiential learning cycle components and thoroughly describes each phase in detail using classroom scenarios as examples and support for their importance. This reference is best suited for college professors and can be used by high school teachers teaching upper divisional courses interested in specific implementation of the learning cycle.

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning: Emerging perspectives on learning, teaching and technology. Retrieved February 7, 2005 from Michael Orey’s E-book url???

This publication from the Journal of Research in Science Teaching addresses the need to have all three phases of the learning cycle (exploration, conceptual invention and expansion of idea) in a typical high school physics classroom; in addition to focusing on statistical data that supports the research question, the article includes activities that were used at each step of the learning cycle. This journal entry is directed toward high school and post-graduate science educators.

Renner, J.W., Abraham, M. R., & Birnie, H. H. (1988). The necessity of each phase of the learning cycle in teaching high school physics. Journal of Research in Science Teaching 25, 39-58.

The Learning Cycle is a learning process that follows a definite pattern that is modeled after the way Piaget and others have described concept development. This instructional strategy (teaching model) consists of three distinct phases: (1) exploration phase (discovery), (2) concept introduction phase (invention or term introduction), and Concept application phase (expansion/discovery).

Rillero, P. (1998). Raphanus sativus, germination, and inquiry: A learning cycle approach for novice experimenters. Electronic Journal of Science Education. 3/15/2005. http://unr.edu/homepage/crowther/ejse/rillero.html

The purpose of this article was to study the factors that influence pre-service teachers’ capability for understanding the learning cycle. It is best suited for educators of pre-service teachers.

Settage, J. (2000). Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers. Science Education, 84(1), 43-50.

This study was made to demonstrate the factors contributing to difficulties in implementing and understanding the learning cycle. This reference best used for all grade level educators that want to know what it takes to teach the learning cycle effectively and factors that influence the outcome of that teaching.

Settlage, J. (1999.) Understanding the learning cycle: Influences on abilities to embracethe approach by preservice elementary school teachers. Science Education: 84inc ???

This online article found in the Encyclopedia of Informal Education is a biography on David A. Kolb and his model of experiential learning; it thoroughly examines Kolb’s four elements of his learning cycle (concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations) and discusses learning styles that are associated with each phase of his learning cycle. This article is directed toward educators of all levels, from elementary to post-graduate.

Smith, M.K. (2001). David A. Kolb on experiential learning, The Encyclopedia of Informal Education. Retrieved February 4, 2005 from http://www.infed.org/biblio/b-explrn.htm

This article lists different approaches to the learning cycle and various pedagogical strategies. This is a good description of the impact of different programs and it benefits anyone in the education field, K-16, but particularly science teachers.

Sunal, D. W. (1995). The learning cycle: A comparison of models of strategies for conceptual reconstruction: a review of the literature, Retrieved 3/28/05, http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm

This article is based on the Klob Learning Cycle and its components involved in the process: Experience, Reflection, Conceptualization and Planning, are used to incorporate a learning strategy that enhances the refining and modifying of given tasks. The audience could be science teachers K-12 and undergraduate students in curriculum science development.

Swenson, D. (2002). The Kolb Learning Cycle, Retrieved January 22, 2005 from http://www.css.edu/users/dswenson/web/PAGEMILL//kolb.htm

This article provides general information about a three step learning cycle, and includes a check list to help teachers change a lesson into an inquiry based lesson. The audience seems to be the non- science and science teachers.

The Learning Cycle. (n.d.). Retrieved March 9, 2005, from http://www.sahra.arizona.edu/education/pbl_workshop/TheLearningCycle.htm

This article presents several pedagogical frameworks that center on conceptual reconstruction and are based on the learning cycle as a template to plan science lessons and the frameworks that are presented correspond to Barnes, Driver, Karplus, Erickson, Nussbaum and Novic, Renner and Rowel and Dawson. This article is for individuals attempting to learn about the Learning Cycle and how conceptual reconstruction is the backbone for the Learning Cycle.

The learning cycle: A comparison of models and strategies. (n.d.). Retrieved from http://astlc.ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.htm

There are four factors for the Development of Cognitive Reasoning: maturation, experience, social communications and equilibration. Maturation is about the biological maturation and a physical development required to operate in a classroom environment and it also explains the four factors of development of cognitive reasoning are what other researchers call the Learning Cycle: exploration, concept invention, and concept expansion. In this Learning Cycle, the teacher is a facilitator in a student-centered environment. Teachers interested in learning about the origins of the Learning Cycle.

The learning cycle model. (n.d.). Retrieved February 23, 2004 from http://www.utm.edu/departments/ed/cece/cesme/PSAM/PSAM/psam4.pdf.