Name MonicaCamacho

Submitted on 9/12/2005 8:26:16 PM

Topic: LC1

 Lawson,A.E. (2001). Using the Learning Cycle to Teach Biology Concepts and Reasoning Patterns. Journal of Biological Education, 35, 165-169.

Summary

Learning concepts and developing knowledge in Science is changing. In this article it gave two examples of how the learning cycle is implemented. This article tested how we would approach an experiment on a live Daphnia's heartbeat. Giving students the most open-ended approach gives them a variety of investigations to test and make decisions. Exploration, invention, and discover were the foundations of the learning cycle in that it allowed students to explore new materials and ideas on their own, find patterns, and apply patterns to contexts. This method became descriptive to hypothetico-predictive. Therefore, making the learning cycle expand to being descriptive, empirical-abductive, and hypothetical-predictive. Students are to discover and describe patterns to test, then generate possible patterns, and finally, test the hypothesis with predictions and observing the results to a final logical conclusion. Students develop higher-thinking skills in science. Darwin's theory was an example of an if/then thinking. The learning cycle is a constructive approach to thinking and testing a new science concept.

Reaction

Science is a very difficult subject to teach. This article allowed me to test my own teaching skills on how I would use the learning cycle. Fortunately, I picked the right approach on the Daphnia experiment. However, there was more I didn't know about the learning cycle in that it is more descriptive that your normal charts and graphs. It makes the students analyze their own thinking in a meta-cognitive way. Moreover, the learning cycle shows greater gains in vocabulary, pattern development, and reasoning skills that not only benefits the area of Science but other subjects as well. I hope I will be skilled to teach the learning cycle to my students otherwise, its effectiveness would not work.