Early Learning Theories and Learning Cycles

•An Old Chinese ProverbAn Old Chinese Proverb– I hear and forget; I see and remember; I do and I hear and forget; I see and remember; I do and

understand.understand.

•Experiential Learning Theory -- Experiential Learning Theory -- A Legacy of: A Legacy of:– John Dewey (early 1900s)John Dewey (early 1900s)– Curt Lewin (mid 1940s)Curt Lewin (mid 1940s)– Jean Piaget (early 1960s)Jean Piaget (early 1960s)– Robert Karplus (mid 1960s)Robert Karplus (mid 1960s)

Dewey’s Model ofExperiential Learning

I

OJ

I

O

K

J

I

O

K

J

K

I - Impulse O - Observation K - Knowledge J - Judgment

Lewin’s Experiential Learning Model

Concrete experience

Observation andreflections

Formation of abstractconcepts and generalizations

Testing implicationsof concepts in newsituations

Piaget’s Model of Learning and Cognitive Development

concretephenomenalism

1. Sensory-motor stage

2. Representa-tional stage

3. Concreteoperations

4. Formaloperations

internalizedreflection

abstractconstructionalism

activeexperience

IkonicLearning

InductiveLearning

Hypothetico-deductiveLearning

EnactiveLearning

SCIS-Karplus Learning Cycle

• A second-generation constructivist model.A second-generation constructivist model.• Generally has three phases:Generally has three phases:

– Phase I - Exploration (exploration, observation)Phase I - Exploration (exploration, observation)– Phase II - Term Introduction (invention, generalization)Phase II - Term Introduction (invention, generalization)– Phase III - Concept Application (discovery, application)Phase III - Concept Application (discovery, application)

• Has been expanded to five phases by BSCS:Has been expanded to five phases by BSCS:– Engaging, Exploring, Explaining, Elaborating, EvaluatingEngaging, Exploring, Explaining, Elaborating, Evaluating– frequently called the 5-E modelfrequently called the 5-E model– Very similar to M. Hunter’s anticipatory set.Very similar to M. Hunter’s anticipatory set.

• Experience shows there is no real difference!Experience shows there is no real difference!

Phase I - Exploration

• Students explore materials freely, leading Students explore materials freely, leading to questions and tentative ideas.to questions and tentative ideas.

• Students look for patterns through their Students look for patterns through their own involvement with provided materials.own involvement with provided materials.

• New materials, ideas, and relationships New materials, ideas, and relationships are introduced with a minimum of teacher are introduced with a minimum of teacher guidance.guidance.

• The goal is to allow students to apply The goal is to allow students to apply previous knowledge, feed their interest previous knowledge, feed their interest and stimulate curiosity.and stimulate curiosity.

• A goal is to allow the teacher to pre-A goal is to allow the teacher to pre-assess student knowledge.assess student knowledge.

Phase II - Term Introduction

• Introduce the terms and link to the the Introduce the terms and link to the the pattern which was seen in the pattern which was seen in the exploration phase.exploration phase.

• Terms may be introduced and concepts Terms may be introduced and concepts clarified with discussion, video, lecture, clarified with discussion, video, lecture, etc.etc.

• Teacher generally employes inquiry Teacher generally employes inquiry approaches in this phase.approaches in this phase.

• Students guided to invent concepts and Students guided to invent concepts and principles that help them answer principles that help them answer questions and address preconceptions.questions and address preconceptions.

Phase III - Concept Application

• Students think of ways to apply Students think of ways to apply concepts learned in Phase II to new concepts learned in Phase II to new situations. situations.

• Students find examples and non-Students find examples and non-examples of the concept application.examples of the concept application.

• The goal is to have students The goal is to have students generalize the application of their generalize the application of their knowledge.knowledge.

• Students try out their newly learned Students try out their newly learned ideas by transferring what they have ideas by transferring what they have learned to new situations.learned to new situations.

Another Characterization

• Learning cycles are nothing more than Learning cycles are nothing more than the processes of sciencethe processes of science

• An acronym - OGVACAn acronym - OGVAC– ObservationObservation– GeneralizationGeneralization– VerificationVerification– ApplicationApplication– CommunicationCommunication

Learning Cycles are:

• consistent with constructivist, inquiry, and consistent with constructivist, inquiry, and cooperative/collaborative approaches.cooperative/collaborative approaches.– opportunities for students to confront preconceptionsopportunities for students to confront preconceptions– opportunities to argue and debate their ideasopportunities to argue and debate their ideas– provides opportunity for cognitive provides opportunity for cognitive

• of different types -- Lawson identifies of different types -- Lawson identifies three:three:– descriptive (students observe, identify patterns, and descriptive (students observe, identify patterns, and

seek similar patterns elsewhere)seek similar patterns elsewhere)– empirical-inductive (students explain phenomena)empirical-inductive (students explain phenomena)– hypothetical-deductive (students make explicit hypothetical-deductive (students make explicit

statements of alternative explanations of statements of alternative explanations of phenomena)phenomena)

Learning Cycle: Main Thesis

• The learning cycle allows students to examine the The learning cycle allows students to examine the adequacy of previous beliefs (preconceptions).adequacy of previous beliefs (preconceptions).

• Students are forced to argue about and test those Students are forced to argue about and test those beliefs.beliefs.

• Provides disequilibrium for alternative Provides disequilibrium for alternative conceptions.conceptions.

• Provides opportunity to construct more Provides opportunity to construct more appropriate conceptions.appropriate conceptions.

• Become more skilled in the process of concept Become more skilled in the process of concept construction.construction.

• The correct use of the learning cycle accomplishes The correct use of the learning cycle accomplishes these ends.these ends.