Mathematics and Science: A Shared Learning Cycle and a Common Learning Environment

Francis, Rodney G.; Hill, Doug; Redden, Michael G.

doi:10.1111/j.1949-8594.1991.tb12116.x

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…The model is built on aspects of both constructivist and social constructivist thinking, and provides greater insights than earlier discussions of a preliminary Piagetian-based version (Appleton, 1993a). It focuses on the learner and his or her responses, rather than teaching steps common to models such as those based on the Science Curriculum Improvement Study learning cycle (Francis, Hill, & Redden, 1991). By focusing on the learner, it provides preknowledge for teachers about how students might arrive at solutions to science problems during lessons, and therefore potentially provides indications about appropriate teaching strategies.…”

Section: Resultsmentioning

confidence: 99%

Analysis and description of students' learning during science classes using a constructivist-based model

Appleton¹

1997

J. Res. Sci. Teach.

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Constructivist ideas have had a major influence on science educators over the last decade. In this report a model describing possible student responses during science lessons is outlined, and a rationale for it is provided on the basis of both constructivist theory and tests of the model in middle school science classes. The study therefore explores a way to analyze and describe learning derived from both constructivist theoretical considerations and classroom practice. The model was tested in a series of science lessons, resulting in several revisions. The final version explained in this report is therefore consistent with the science lesson contexts explored and the theoretical constructs which underlie it. The lessons were conducted in three classes of 11-to 13-year-olds in provincial cities in Queensland, Australia. Students were mostly of Caucasian extraction, in mixed-ability and mixed-gender classes. Three students from each class were interviewed individually immediately following each of the three lessons, for a total of 27 interviews. The interviews, videotapes of lessons, and field notes were used as data sources. The final version of the model proved to be fairly robust in describing students' cognitive progress through the lessons. This study has resulted in a model for science lessons which allows the identification and description of students' cognitive progress through the lessons. By using this focus on the learner, it provides preknowledge for teachers about how students might arrive at solutions to science problems during lessons, and therefore potentially provides indications about appropriate teaching strategies.

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Section: Resultsmentioning

confidence: 99%

Analysis and description of students' learning during science classes using a constructivist-based model

Appleton¹

1997

J. Res. Sci. Teach.

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“…After Jurascheck (1983) argued that the Atkin and Karplus learning cycle could also make a contribution to math education, researchers applied the learning cycle to math instruction and found that student understanding and achievement in mathematics was increased (e.g., Francis et al, 1991;Stephen, 1984). Thus, researchers concluded that the guided discovery learning cycle can be used to design effective science and math instruction.…”

Section: Discovery Learning Cyclementioning

confidence: 99%

Middle School Mathematics Classrooms Practice Based on 5E Instructional Model

Turan¹,

Matteson²

2020

IJEMST

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The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty’s teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction.

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“…The learning cycle continues to be an integral component of many teaching practices and research endeavors. Recent publications indicate the learning cycle is an effective teaching approach that enhances student outcomes (Barman, 1993;Blank, 2000;Cavallo & Laubach, 2001;Dwyer & Lopez, 2001;Gang, 1995;Jinkins, 2002;Lavoie, 1999;Marek & Methven, 1991;Musheno & Lawson, 1999;Norman, 1992;Norman & Caseau, 1995;Odom & Kelly, 2001) and teacher behaviors (Barman, 1992;Barman, 1993;Barman & Shedd, 1992;Francis, Hill, & Redden, 1991;Glasson & Lalik, 1993;Jinkins, 2001;Marek, Eubanks, & Gallaher, 1990;Marek & Methven, 1991;Odom & Settlage, 1996;Rosenthal, 1993;Settlage, 2000).…”

mentioning

confidence: 99%

Preservice Elementary School Teachers' Understandings of Theory Based Science Education

Marek

Laubach

Pedersen

2003

Journal of Science Teacher Education

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Mathematics and Science: A Shared Learning Cycle and a Common Learning Environment

Cited by 4 publications

References 7 publications

Analysis and description of students' learning during science classes using a constructivist-based model

Analysis and description of students' learning during science classes using a constructivist-based model

Middle School Mathematics Classrooms Practice Based on 5E Instructional Model

Preservice Elementary School Teachers' Understandings of Theory Based Science Education

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