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Elements of Effective Science Instruction

The document describes several learning cycle models that can be used for effective science instruction. The 4-stage learning cycle includes exploration, concept development, concept application, and evaluation. Kolb's experiential learning cycle has 4 stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The 5E learning cycle model includes 5 phases: engage, explore, explain, elaborate, and evaluate. All of the models emphasize hands-on learning, reflection, and application of concepts.

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Manongdo Allan
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352 views19 pages

Elements of Effective Science Instruction

The document describes several learning cycle models that can be used for effective science instruction. The 4-stage learning cycle includes exploration, concept development, concept application, and evaluation. Kolb's experiential learning cycle has 4 stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The 5E learning cycle model includes 5 phases: engage, explore, explain, elaborate, and evaluate. All of the models emphasize hands-on learning, reflection, and application of concepts.

Uploaded by

Manongdo Allan
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Elements of

Effective
Science
Instruction
ELEMSCI 1-Lesson 2
EESI is a summary document of current
literature on science instruction, closely
Elements anchored to classroom practice.

of Effective The four common themes or “elements”


of the EESI model were identified as

Science those most consistently found in these


sources.

Instruction The structure is intended to provide a


coherent message about science
instruction to teachers.
The EESI are:
• Science Content
A deep understanding of the big ideas of science is key to effective science
instruction.
• Designing Instruction for Understanding
Effective instruction considers the initial ideas of the learner and assists the learner in
being metacognitive of their own ideas and how they have changed.
• Sense Making
Many of the science concepts we want students to understand are counterintuitive to
their everyday experiences and they need intentional supports to build an
understanding of the learning targets.
• Classroom Culture and Environment
Building a classroom culture of ideas versus right answers is critical to effective
discourse and an environment of trust and collaboration.
Science Learning
Cycle and its Relation
to Lesson Planning
Learning Cycle

A sequential process for both learning and instruction.

It places focus on a series of steps that encourage a more thorough


understanding and a deeper application of content.

It also pushes students toward inquiry and discovery in their learning.

Gives teachers a process for instruction while giving students a formula for
learning.
Learning Cycle

• the original learning cycle was created based on ideas of a


Swiss psychologist Jean Piaget regarding how children learn.
• Piaget's goal was to match content mastery with a student's
cognitive development process.
• This model, known formally as the learning cycle, consists of
three basic steps:
exploration, concept development (sometimes called
invention), and concept application.
Steps of the Learning Cycle
• Exploration
In the exploration phase, students are briefly
introduced to a topic and then given an activity to
complete either on their own or in groups. Begin
this phase by connecting the activity to prior
knowledge and experience.
The activity should be designed in such a way
that students are exploring the topic either through
data collection of some kind, experimentation,
problem solving, or group work. There should be
opportunity for hands-on investigation and/or
application of higher-level thinking skills.
Steps of the Learning Cycle
• Concept Development
In this phase, instruction is given, and the concept is
further explained. Begin this step by asking students to
share their results and conclusions from the exploration
phase. Once students have shared this information, it
can be discussed as a class.
Then build on the discussion by filling in any gaps or
by asking guiding questions that will help lead students
to necessary conclusions. Then give additional
information to expand knowledge. This might be done
through teacher instruction or by pulling in videos or
other means of information delivery.
Steps of the Learning Cycle

• Concept Application
Concept application is an opportunity for students to
apply what they have learned in prior steps of the
learning cycle. During this phase, provide students with
additional opportunities to explore and apply concepts.
4A’s Learning Cycle
Another learning cycle was developed and make use by teachers in the field as a
format of their lesson plan.
- It is known as Experiential Learning Cycle.
- David Kolb published his learning styles model in 1984 from which he developed his
learning style inventory.
- Kolb's experiential learning theory works on two levels: a four-stage cycle of learning
and four separate learning styles. Much of Kolb’s theory is concerned with the learner’s
internal cognitive processes.
- Kolb states that learning involves the acquisition of abstract concepts that can be
applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development
of new concepts is provided by new experiences. “Learning is the process whereby
knowledge is created through the transformation of experience” (Kolb, 1984, p. 38)
Experiential Learning Cycle
• Kolb's experiential learning style theory is typically represented by a four-
stage learning cycle in which the learner 'touches all the bases’:
1) Concrete Experience - a new experience or situation is encountered, or a
reinterpretation of existing experience.
2) Reflective Observation of the New Experience - of particular importance
are any inconsistencies between experience and understanding.
3) Abstract Conceptualization - reflection gives rise to a new idea, or a
modification of an existing abstract concept (the person has learned from their
experience).
4) Active Experimentation - the learner applies their idea(s) to the world
around them to see what happens.
4A’s Learning Cycle
• In a lesson plan, Kolb’s learning cycle is seen as 4A’s;
I. Activity
This will bring understanding to what the learners already know and clarity to what learners should learn
further.
II. Analysis
A more in-depth understanding of the lesson, it is another phase where the students will process and classify
what is valid and not. The teacher on this part will ask further questions and will also lead as a facilitator rather
than mere lecturing and sharing facts and ideas. The students now gains a wider view of the lesson but at the
same time draws closer to the main topic.
III. Abstraction
The teacher on this part will now focus entirely on the lesson being presented and ask more lead questions to
lead the students in reinforcing what they know and should know more. The student here starts to feel more the
importance of the lesson to her and see the necessity of it to his/her life.
IV. Application
The word itself describes the stage as bringing the student to a more practical way of using HOW are they
going to use what they have learned and thinking of new ways on how it can be improve further.
5E’s Learning Cycle
• The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study,
promotes collaborative, active learning in which students work together to solve
problems and investigate new concepts by asking questions, observing, analyzing,
and drawing conclusions.
• It is based on the constructivist theory to learning, which suggests that people
construct knowledge and meaning from experiences. By understanding and
reflecting on activities, students can reconcile new knowledge with previous
ideas.
• According to subject matter expert Beverlee Jobrack, “Educational movements,
such as inquiry-based learning, active learning, experiential learning, discovery
learning, and knowledge building, are variations of constructivism.”
The five phases of the 5E Model:
1. Engage
In the first phase of the learning cycle, the teacher works to gain an understanding of the students’ prior
knowledge and identify any knowledge gaps. It is also important to foster an interest in the upcoming
concepts so students will be ready to learn. Teachers might task students with asking opening questions or
writing down what they already know about the topic. This is also when the concept is introduced to
students for the first time.
2. Explore
During the exploration phase, students actively explore the new concept through concrete learning
experiences. They might be asked to go through the scientific method and communicate with their peers to
make observations. This phase allows students to learn in a hands-on way.
3. Explain
This is a teacher-led phase that helps students synthesize new knowledge and ask questions if they need
further clarification. For the Explain phase to be effective, teachers should ask students to share what they
learned during the Explore phase before introducing technical information in a more direct manner,
according to “The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching.”
This is also when teachers utilize video, computer software, or other aides to boost understanding.
The five phases of the 5E Model:
4. Elaborate
The elaboration phase of the 5E Model focuses on giving students space to apply
what they’ve learned. This helps them to develop a deeper understanding. Teachers
may ask students to create presentations or conduct additional investigations to
reinforce new skills. This phase allows students to cement their knowledge before
evaluation.
5. Evaluate
The 5E Model allows for both formal and informal assessment. During this phase,
teachers can observe their students and see whether they have a complete grasp of
the core concepts. It is also helpful to note whether students approach problems in
a different way based on what they learned. Other helpful elements of the Evaluate
phase include self-assessment, peer-assessment, writing assignments, and exams.

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