Topic: The Learning Cycle 2
(
Feb, 2006
). Inquiry
with Seeds To Meet the Science Education Standards.
The American Biology Teacher,
68, no. 2,
92-97.
Summary: This paper outlines a semester
long sequence of activities designed to provide insight on the general life
cycle, plant structure and biology, ecological relationships, plant reproduction
and the reliance of biological systems on sunlight. The Authors indicate that
the sequence follow the 5-E Learning Cycle of Bybee et al. (1989). The section
on “Theoretical Basis” establishes that one major focus of this paper is to
provide a methodology to meet the National Science Education Standards on plant
biology which are recommended for teaching by the end of the fourth grade, which
include: Understanding of the plant life cycle, that plant are essential for
animal survival, that plants have basic biological needs, and that plants have
specialized structure and function. They go on to delineate additional standards
for grades 5-8 which include plant diversity, ecology, reproduction and effects
on Ecosystem dynamics. In this section they also identify 5 common
misconceptions about plants and plant growth which were identified in research
from 1985. The paper then proceeds through each of the Bybee 5-E’s. In ENGAGE
the students are asked an open ended question: What are some things you know
about seed or plant? A figure is provided with categorized answers from a test
group of pre-service methods students. The EXPLORATON section outlines the. All
observations are recorded and posted in a visible place to be revisited and
modified as more observation proceeds. Students have access to a book list
(provided in an appendix) and lab materials for observation and dissection.
EXPLANATION progresses with continued observation of and the planting of seeds
in a transparent plastic bag. Students then are tasked with long term
observations which documents in there own “Seed Journal”. The ELABORATION
component is presented as “The Four-Question Strategy” (Cothron et al., 1996). A
figure is provided which outlines the Four-Question methodology. The EVALUATION
section is predicated on analysis of the student’s individual “Seed Journals”.
Additionally students are assigned a final lab report based on the findings and
conclusions they reach from the accumulated observations in the journals. The
paper closes with a figure entitled “Identification of Learning Cycle stage
correlated with Inquiry Skills Emphasized and Seed Investigation Experience”.
Reaction: This is a pretty good paper
for what it is. It outlines the procedures within the frame work of the Learning
Cycle described, gives directions and suggestion, but leaves procedures open
ended enough for some flexibility on the part of the instruction to plan,
initiate and follow through with the basic concept design. The figures provided
are very helpful and relevant to each stage in which they are presented. I think
the suggested reading list in the appendix would prove extremely helpful. This
is a great idea for the target audience (1st – 8th grade) but impractical for a
college level activity.