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A Theory of Instruction: Using the Learning Cycle to Teach Science DOCUMENT' RE"GUXE ED 324 204 SE 051 583 AUTHOR Lawson, Anton E.; And.Others TITLE A Theory of.Instruction: Using the Learning Cycle.To Teach Science Concepts and Thinking Skills. NARST Monograph, Number One, 1989. INSTITUTION National Association for Research in Science Teaching. PUB DATE 89 NOTE 136p. AVAILABLE FROMNational Association for Research in Science Teaching, Department of Science Education, Co/lege of Education, University of,Cincinnati, Cincinnati, OH 45221. PUB TYPE Viewpoints (120) -- Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE 14F01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Cognitive Development; Cognitive Processes; Cognitive Style; *Concept Formation; *Developmental Stages; Discovery Learning; *Elementary School Science; Elementary Secondary Educationi Higher Education; *Learning Theories; Misconceptions; Science Activities; Science Education; *Scientific Concepts; *Secondary School Science; Thinking Skills ABSTRACT This monograph describes the origins of the learning cycle, related research, and ht)w future researcA might be conducted to further the %nderstanding of theories of instruction. A wide range of information is synthesized, producing a coherent framework for better understanding the theory of the learning cycle. The monograph identifies various models of the learning cycle, and focuses on a cycle consisting of exploration, term (concept) introduction, and concept application. Topics include: (I) a brief introduction to education goals in general and then to the more specific goals of science education; (2) the introduction of the learning cycle and the fundamental instructional method for teaching science to achieve these goals; (3) the historical origins of the learning cycle method; (4) attempts to provide a theoretical rationale for using the learning cycle method; (5) the nature of the learning cycle and types of learning cycles to show how their use leads to students' acquisition of scientific concepts and the development of creative and critical thinking skills; (6) a review of the empirical research; and (7) suggestions for future research. Appended are the procedures for five science activities that show the use of learning cycle. (KR) ********************************t************************************** Reproductions supplied by EMS are t4e best that can be made from the original document. ***********************************A**************2******************** t 'PERMISSION TO REPRODUCE THIS ARST MONOGRAPH, Number One, 1989 MATERIAL IN MICROFICHE ONLY HAS BEEN BRANTED BY ge.N.r> C\`ox'5,\.e.. 71( TO THE EDUCATIONAL RESOURCES rascI INFORMATION CENTER (ERIC). p eiz A Theory of Instruction: Using The Learning Cycle to Teach Science Concepts and Thinking Skills U.S. DEPARTMENT OPEDUCATION Offc of Educational Research andImprovement EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) tUK: documenthas Men reprodc :ed as wonted from the person Oforganization Anton E. Lawson originating it. made to irnixoii 0 Minor changes hare Wen reproduction quality Michael R. Abraham Pointed view ix opoionsstated Minis docir represent official John W. Renner ment do not necessarily OERI paean of 03acY NARST MONOGRAPH, Number One, 1989 A THEORY OF INSTRUCTION: USING THE LEARNING-CYCLE TO TEACH SCIENCE CONCEPTS AND THINKING SKILLS Anton E. Lawson Department of Zoology Arizona State University Tempe, AZ 85287 Michael R. Abraham Devilment of Chemistry University of Oklahoma Norman, OK 73019 John W. Renner College of Education University of Oklahoma Norman, OK 73019 The National Association for Research in Science Teaching (NARST) is a professional organization devoted to promoting and disseminating science education research. 3 To Chet Lawson and Bob Karplus Thank you '........ i 4 A THEORY OF INSTRUCTION: USING THE LEARNING CYCLE Ta TEACH SCIENCE CONCEPTS AND THINKING SKILLS Table of Contents Foreword iv Preface I.Introduction II. What is the Learning Cycle? 3 III.Historical Perspective 7 Ors of the Learning Cycle in the kis Program. Origins of the Learning Cycle in Biology Education. .9 Changes.in the Names of the 'Phases of the Learning - Cycle 10 IV. Why Use the Learning Cycle? TheoreticalPosition 13 The Nature of Declarative Knowledge 13 How Are Deicriptive Concepts Formed? the Constructive Process 17 The Role of Chunking in Higher-Order Concept Formation 20 How Are Theoretical Concepts Formed? 20 Conceptual Change 21 The Use of Ana'ogy 23 The Generai Pattern of Concept Formationand Conceptual Change 25 The Nature of Procedural Knowledge 27 Stages in the Development of Procedural Knowledge- Piaget's Theory 31 Reflectivity and the Internalization of Patterns of Argumentation 32 How Procedural Knowledge Develops 36 Developing the Procedure of Controlled Experimentation 36 V. Teaching Declarative and ProceduralKnowledge 45 Essential Elements of Instruction 45 The Learning Cycle 46 Three Types of Learning Cycles 47 Descriptive Learning Cycles 49 Empirical-Abductive Learning Cycles 50 Hypothetical-Deductive Learning Cycles 52 Learning Cycles as Different Phases of DoingScience. 55 A Note on Creativity 55 VI.Empirical Studies 59 Overview 59 Research on SCIS. ...... ...... 59 Affective IYOmain 59 Achievement in Content and Process Skills 60 Teacher Variables 63 Summary 64- LeamintCycle Risearch 65 Attitudes 65 Content Achievement 65 Thinking Skills 67 Summary 69 Research on Aspects of the Learning Cycle 69 Research on Phases of the Learning Cycle in Chemistry and Physics 72 The Sequence Variable 72 The Necessity Variable 74 The Format Variable 75 Summary 75 - VII.Directions for Future Research 77 Overview 77 Conceptions and Misconceptions 77 Motivation and Evaluation 79 Cooperative Learning 79 Sequencing and Selecting Content 80 The Role of Analogy 82 Retention and Transfer of Thinking Skills 83 Teaching Content versus Process 84 Textboob 85 New Technologies 85 Teacher Training 86 Other Currently Popular Methods 87 Testing 87 Theoretical Issues 88 VIII. Key Postulates and Concluding Remarks 89 APPENDIX: SKAMPLE LEARNING CYCIPS 91 1. Exploring Rotoplanes - Physical Science 92 2. What can be learned from skulls? - Biology 96 3. What caused the water to rise? - Chemistry 99 4. What causes water to rise in plants? - Biology 103 5. How do lenses work? - Physics 108 References 113 FOREWORD It is with great pleasure thaL I write this brief introduction to the first NARST Monograph. The authors have done a splendid job of describing the origins of me learning cycle, related research, and how future research might be corductf ' to further our understanding of an important theory of instruction. In reading various drafts and offering comments,I have had the opportunity to watch the development of a document that will surely become an important part of the foundation for future research into how students learn science.This question, it seems to me, is the central question for science education researchers. All science educators interested in the teaching and learning of science will find this first NARST Monograph valuable in a number of ways.First, it synthesizes a wide range of information into a coherent framework for better understanding the theory of instruction commonly referred to as the learning cycle. For this reason alone it is wt.rth having in one's personal library. Second, it refines and clarifies various terms commonly associated with the learning cycle, such as discovery, invention, concrete and formal operational, etc. In this regard the theory becomes more internally consistent as well as reflective of progress in research on cognition. Finally, this NARST Monograph identifies many areas for future research and raises theoretical issues that must be considered. I congratulate the authors on a fme piece of work. This NARST Monograph sets a standard for future Monographs that, if met, will ensure a valuable source of science education literature. Ron Good, Chair NARST Publications Advisory Committee 7 iv PREFACE A recent topic of discussion among science educators has centered on a seemingly esoteric question: Is science education a discipline?It can be argued that the c ntral criteria for any discipline is a generally accepted set of principles upon which aof:eldof inquiry has been focused. In other words, a field of inquiry becomes a discipline when, and only when, a theory emerges which sa'isfactorily explains a substantial number of itsues in the minds of researchers such that they agree with one another and can keep others from becoming practitioners in that field until they demonstrate an understanding of those principles.Tcday, for example, biology is a discipline which has Charles Darwin to thank for providing a generally acceptable set of principles (i.e., the postulates of his theory of evolution through natural selection). Darwin's theory raised the previous hodge podge of disjointed observations about the living world by various naturalists into a cohesive world view of organic change.Today all aspiring biologists and biology students learn about evolution and about Darwin's theory as themes which unify the discipline of biology. Does science education have such a unified set of accepted principles? Is science education a discipline? We think most observers would have to answer no.However, we also think that our understanding of the nature of scientific knowledge, the child and adolescent, and pedagogy have progressed to the point where such a set or fundamental principles can be offered.Consequently, the primary purpose of this book is to offer those principles.
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