Robert E. Bleicher & Joan Lindgren (2005).
Learning the Learning Cycle. School Sciece and Mathematics, vol.
105, .
Summary
This article is about the efficacy of the learning cycle teaching
strategy, the obstacles to its effective use, and the hopes it holds for
effective science instruction in the classroom. The Authors put together a
group of 83 preservice elementary teachers enrolled in multiple sections of
a sciece methods course. Some of the students were high achievers in science
courses, others were students fearful of learning science because of their
lack of content background. The group was exposed to various science
concepts using the learning cycle teaching strategy. Their findings were
astonishing. The high achievers in science courses felt confused by the
learning cycle, while the average students embraced the concepts being
taught with a lot of interest. They were really pleased with their learning
experience. Multiple exposures were needed to overcome the mindsets of the
high achievers who have learned science using different approaches to
learning.
Reaction
The learning cycle seems, to me, the only learning strategy thats closest
to nature. Naturally we learn better by experience and not the other way
round. The article discussed here brings out salient issues in the use of
the learning cycle. It is a more practical way to expose new learners to
science. It offers every participant in the learning process hands-on
training, before reaching the concept formation level. The article also
reveals a serious underwave of problems in teacher preparation. Teachers
tend to teach children the way they were taught; hence the necessity to
expose preservice teachers in training to this form of teaching strategy. A
science class should not be boring. This article also reveals that the
learning cycle is not the only way to achieve success in science. They had a
group of high achievers that learned science using some other strategy. The
learning cycle however is more accommodating of students different
educational, cultural and economic backgrounds.
