Based on Karplus and Thier's Learning Cycle
theory, it includes three key points, which are Exploration, Concept
Introduction, and Concept application.
- · Exploration. Provides students with hands-on activity, give them space to explore and investigate.
- · Concept introduction. Students learn scientific idea through the interaction with their peers and teachers. They can get more knowledge about the activities they have conducted based on the information they get from their interactions with others and texts.
- · Concept application. After students conducting activities, interacting with their peers, and teachers, It's time for them to use the knowledge they learn through the whole concept, and to work on more projects in order to enhance their knowledge.
Abraham and Renner said "Concept introduction followed exploration,
students learned better."(1989) Students can connect the information they
gain from the class to their prior knowledge, and have a better understanding
of the concept based on what they have experienced and what they have learned
in class. Bybee's 5-E model learning cycle is very popular right now as well,
and the 5-E includes Engage, Explore, Explain, elaborate, and Evaluate. (Bybee
1977) It adds two more elements than the previous 3 main concepts Learning
Cycle. The 5-E model has Engage and Evaluate. Engage is to find students'
interests and get everyone involved. Evaluate is more for teachers to see if
students are fully understand the concept, and if there are more things that
students need to work on.
The Learning Cycle concept reminds me of one of my previous experiences, and as teachers how to make learning more fun to children.
One morning I was reading a book about magnet to my preschoolers in class. The
little boy in the book used a magnet, a sting and a stick make a “fishing
pole”, and he use it to fish things in his box which has nails, branches,
class, toy cars and so on. When I was reading it, it was hard for me to tell
which one can be fished and which one cannot. So instead of just reading the
lines from the book, I asked the kids to use the magnet bars we have in the
class to “fish” the nails on the working table, the plants, and anything we can
think of. The kids were so involved, they ran around in the classroom and
tested out everything they see with the magnet bars they have. This was belong
to children’s Exploration, but what I should do after their free exploration is
that I should held a short group time, and talk about the things that can be
magnified, also things can not be “fished”. By doing this, I can help enhance
children’s understanding about magnetism, and improve their knowledge of what
can be magnified and what cannot be. After the concept introduction, I can also
have a concept application activity, which helps children to use what they
learn in more ways.
