The Learning Cycle as an Alternative Method for College Science Teaching

Allard, David W.; Barman, Charles R.

doi:10.2307/1312208

Cited by 20 publications

(11 citation statements)

References 5 publications

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“…Often, students will express doubts about their ability to direct their own learning, and report a sense of learning less course content than they did in previous lecture-based classes (Goodwin et al, 1991); consequently, they are worried about success in future courses. Use of learning-cycle instructional models is one way to address these very real student concerns without compromising ambitious objectives and goals for student learning (Allard and Barman, 1994;Ebert-May et al, 1997).…”

Section: Learning-cycle Instructional Modelsmentioning

confidence: 99%

Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Allen¹,

Tanner²

2005

CBE

236

155

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Section: Learning-cycle Instructional Modelsmentioning

confidence: 99%

Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Allen¹,

Tanner²

2005

CBE

236

155

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“…The identified best practices for inquiry-based learning include activities that are student-driven and involve students in scientifically-oriented questions where they are allowed to formulate hypotheses, make observations, analyze data, evaluate explanations from the evidence, and communicate their findings and ideas (2, 28). These activities lead to the development of the desired critical thinking skills, specifically enhancing the ability of students to analyze data, evaluate information, formulate hypotheses, solve problems, and communicate clearly, all of which fall under the various domains of critical thinking (7, 34).…”

Section: Introductionmentioning

confidence: 99%

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

Gasper

Gardner

2013

J Microbiol Biol Educ.

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Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

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“…The metacognitive learning cycle model goes beyond the standard inquiry v www.esajournals.org SPELLMAn ET AL. learning cycle model (Lawson et al 1989, Bybee 1993, Allard and Barman 1994, Barman 1997, Boddy et al 2003, Yager and Akcay 2010Fig. 1A) by providing structured, explicit opportunities for students to identify and reflect on their science ideas at every phase in the model (Blank 2000, Fig.…”

Section: Research Context and Questionsmentioning

confidence: 99%

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

et al. 2016

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Abstract. Building communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social-ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6-week long ecology unit with 108 seventh-grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short-term (after six weeks of intervention) and long-term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre-treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.

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The Learning Cycle as an Alternative Method for College Science Teaching

Cited by 20 publications

References 5 publications

Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

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