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Learning the Learning Cycle: The Differential Effect on Elementary Preservice Teachers
Author(s) -
Lindgren Joan,
Bleicher Robert E.
Publication year - 2005
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2005.tb18038.x
Subject(s) - learning cycle , mathematics education , psychology , science learning , construct (python library) , science education , learning sciences , experiential learning , teaching method , pedagogy , computer science , programming language
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.