No abstract

No abstract

Due to a technical error, the name and address of the second author has been deleted during the production of the article. The names of the authors should read:

This study examined the difficulties and factors that led to understanding the learning cycle teaching strategy. Participants included 83 preservice elementary teachers (PTs) enrolled in multiple sections of a science methods course taught by the same professor, one of the authors of this study. Analysis revealed that there were four categories of PTs, ranging from Enthusiastic to Fearful students, distinguished by their science content background and attitudes to science. High achieving students, successful in science courses, felt confused by the learning cycle that was so different from their previous science learning experiences and formed mindsets against learning it. Average students who expressed disinterest or even fear of science embraced it as their first successful science learning experience. Multiple exposures to the learning cycle were necessary to overcome these mindsets. Most PTs in all categories increased in their understanding of the learning cycle and perceived it as an effective method for allowing students to construct their understanding of science.