Early Learning Theories and Learning Cycles An Old Chinese Proverb An Old Chinese Proverb – I hear and forget; I see and remember; I do and understand. Experiential Learning Theory -- A Legacy of: Experiential Learning Theory -- A Legacy of: – John Dewey (early 1900s) – Curt Lewin (mid 1940s) – Jean Piaget (early 1960s) – Robert Karplus (mid 1960s)

Dewey’s Model of Experiential Learning I OJ I O K J I O K J K I - ImpulseO - Observation K - KnowledgeJ - Judgment

Lewin’s Experiential Learning Model Concrete experience Observation and reflections Formation of abstract concepts and generalizations Testing implications of concepts in new situations

Piaget’s Model of Learning and Cognitive Development concrete phenomenalism 1. Sensory- motor stage 2. Representa- tional stage 3. Concrete operations 4. Formal operations internalized reflection abstract constructionalism active experience Ikonic Learning Inductive Learning Hypothetico- deductive Learning Enactive Learning

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 II - Term Introduction (invention, generalization) – 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, Evaluating – frequently called the 5-E model – 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 to questions and tentative ideas. Students explore materials freely, leading to questions and tentative ideas. Students look for patterns through their own involvement with provided materials. Students look for patterns through their own involvement with provided materials. New materials, ideas, and relationships are introduced with a minimum of teacher guidance. New materials, ideas, and relationships are introduced with a minimum of teacher guidance. The goal is to allow students to apply previous knowledge, feed their interest and stimulate curiosity. The goal is to allow students to apply previous knowledge, feed their interest and stimulate curiosity. A goal is to allow the teacher to pre-assess student knowledge. A goal is to allow the teacher to pre-assess student knowledge.

Phase II - Term Introduction Introduce the terms and link to the the pattern which was seen in the exploration phase. Introduce the terms and link to the the pattern which was seen in the exploration phase. Terms may be introduced and concepts clarified with discussion, video, lecture, etc. Terms may be introduced and concepts clarified with discussion, video, lecture, etc. Teacher generally employes inquiry approaches in this phase. Teacher generally employes inquiry approaches in this phase. Students guided to invent concepts and principles that help them answer questions and address preconceptions. Students guided to invent concepts and principles that help them answer questions and address preconceptions.

Phase III - Concept Application Students think of ways to apply concepts learned in Phase II to new situations. Students think of ways to apply concepts learned in Phase II to new situations. Students find examples and non-examples of the concept application. Students find examples and non-examples of the concept application. The goal is to have students generalize the application of their knowledge. The goal is to have students generalize the application of their knowledge. Students try out their newly learned ideas by transferring what they have learned to new situations. Students try out their newly learned ideas by transferring what they have learned to new situations.

Another Characterization Learning cycles are nothing more than the processes of science Learning cycles are nothing more than the processes of science An acronym - OGVAC An acronym - OGVAC – Observation – Generalization – Verification – Application – Communication

Learning Cycles are: consistent with constructivist, inquiry, and cooperative/collaborative approaches. consistent with constructivist, inquiry, and cooperative/collaborative approaches. – opportunities for students to confront preconceptions – opportunities to argue and debate their ideas – provides opportunity for cognitive of different types -- Lawson identifies three: of different types -- Lawson identifies three: – descriptive (students observe, identify patterns, and seek similar patterns elsewhere) – empirical-inductive (students explain phenomena) – hypothetical-deductive (students make explicit statements of alternative explanations of phenomena)

Learning Cycle: Main Thesis The learning cycle allows students to examine the adequacy of previous beliefs (preconceptions). The learning cycle allows students to examine the adequacy of previous beliefs (preconceptions). Students are forced to argue about and test those beliefs. Students are forced to argue about and test those beliefs. Provides disequilibrium for alternative conceptions. Provides disequilibrium for alternative conceptions. Provides opportunity to construct more appropriate conceptions. Provides opportunity to construct more appropriate conceptions. Become more skilled in the process of concept construction. Become more skilled in the process of concept construction. The correct use of the learning cycle accomplishes these ends. The correct use of the learning cycle accomplishes these ends.