A Theory of Instruction: Using the Learning Cycle To Teach Science Concepts and Thinking Skills. NARST Monograph, Number One, 1989.

Autor/inn/en	Lawson, Anton E.; und weitere
Institution	National Association for Research in Science Teaching.
Titel	A Theory of Instruction: Using the Learning Cycle To Teach Science Concepts and Thinking Skills. NARST Monograph, Number One, 1989.
Quelle	(1989), (136 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Cognitive Development; Cognitive Processes; Cognitive Style; Concept Formation; Developmental Stages; Discovery Learning; Elementary School Science; Elementary Secondary Education; Higher Education; Learning Theories; Misconceptions; Science Activities; Science Education; Scientific Concepts; Secondary School Science; Thinking Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Concept learning; Begriffsbildung; Entdeckendes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; Missverständnis; Naturwissenschaftliche Bildung; Denkfähigkeit
Abstract	This monograph describes the origins of the learning cycle, related research, and how future research might be conducted to further the understanding of theories of instruction. A wide range of information is synthesized, producing a coherent framework for better understanding the theory of the learning cycle. The monograph identifies various models of the learning cycle, and focuses on a cycle consisting of exploration, term (concept) introduction, and concept application. Topics include: (1) a brief introduction to education goals in general and then to the more specific goals of science education; (2) the introduction of the learning cycle and the fundamental instructional method for teaching science to achieve these goals; (3) the historical origins of the learning cycle method; (4) attempts to provide a theoretical rationale for using the learning cycle method; (5) the nature of the learning cycle and types of learning cycles to show how their use leads to students' acquisition of scientific concepts and the development of creative and critical thinking skills; (6) a review of the empirical research; and (7) suggestions for future research. Appended are the procedures for five science activities that show the use of learning cycle. (KR)
Anmerkungen	National Association for Research in Science Teaching, Department of Science Education, College of Education, University of Cincinnati, Cincinnati, OH 45221.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01