Five E Instructional Model. That is where learning cycles enter the picture. Learning cycles are an attempt to model a more natural, more human method of accumulating knowledge. There are various frameworks for learning cycles, but we are focusing on a five-step model (not to be confused with the seven-step program). This model suggests that a natural learning process contains the following elements:

1. Engage (e₁) -- Some phenomenon catches a person’s interest.
2. Explore (e₂) – Some observations are made or actions are taken to provide experience with the phenomenon.
3. Explain (e₃) – An effort is made to incorporate this phenomenon and its attributes into the person’s prior experience. Often, vocabulary is introduced at this stage to describe the phenomenon.
4. Elaborate (e₄) – Further observations or experiments are performed to confirm, apply and deepen the understanding of the phenomenon.
5. Evaluate (e₅) – The effectiveness of the observational strategy and the meaning of the information obtained are evaluated by the student and the teacher.

Note that this model puts the responsibility for learning squarely where it belongs: on the shoulders of the student. Studies suggest that this strategy facilitates learning more effectively for a broader range of students than traditional "lecture-first" strategies. It also seems to promote greater retention of the subject matter than traditional strategies. If properly constructed, this model also gives the student the opportunity for an improved learning environment in the following ways

1. Interest and Motivation – The initial engaging activity should be designed to interest them in the problem.
2. Ownership – The concepts constructed during the lab are really the student’s own, rather than being principles that are handed to them from the outset.
3. Social Interaction – The development of concepts and sharing of observations must result from a joint effort to understand the laboratory.
4. Reward – An environment where people observe discuss and reach conclusions together is a far more welcoming environment than one in which the object is to show up and perform.

Our role is to provide an environment (albeit a carefully crafted one) in which students can construct their understanding of scientific processes and explore how natural phenomena grow out of basic scientific concepts. Employing learning cycle frameworks will hopefully facilitate a rich learning experience for students.

Contrast with "Traditional" Lab Layouts. Just for contrast, consider the structure of a traditional laboratory layout. If we were to develop a model, how would it compare with the Five E picture above? The current lab experience might be said to consist of three elements:

1. Receive – Read about underlying concepts for the laboratory. (e₃ without the student input)
2. Verify – Perform experiments that verify the validity of the concepts presented in phase 1. Learn techniques for laboratory manipulations. (e₄ without student understanding of the rationale for the experiments)
3. Report – Write up a summary of the results and answer questions about the experiment. Make any obvious critical statements about the data. (e₅ without much critical thinking and evaluation of strategies employed)

References

Atkin, J.M./ Karplus, R. Science Teacher, 29, 45, 1962, "Discovery or invention?"

Carlson, D.A. Dissertation Abstracts, 36, 7368A, 1975, "Training in formal reasoning abilities provided by the inquiry model approach and achievement on the Piagetian formal operational level."

Lawson, A.R., Abraham, M.R. & Renner, J.W. 1989. A theory of instruction: using the learning cycle to teach science concepts and thinking skills. NARST monograph #1, National Association for Research in Science Teaching.

Trowbridge, L.W.; Bybee, R.W. and Powell, J.C. 2000.Teaching Secondary School Science, Chapter 15, "Models for Effective Science Teaching", Merrill/Prentice Hall, Upper Saddle River, NJ.

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