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ERIC Number: ED241267
Record Type: RIE
Publication Date: 1983
Pages: 716
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Sequencing Language and Activities in Teaching High School Chemistry. A Report to the National Science Foundation.
Abraham, Michael R.; Renner, John W.
A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accomodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that perception are three assumptions, that: (1) each of the three phases is necessary; (2) the sequence of phases must be exploration, conceptual invention, and expansion of the idea; and (3) the form of the exploration is student investigation with materials. Seven experiments were conducted to ascertain the impact of each assumption on students' achievement of conceptual understanding of and attitudes toward selected concepts. Concepts and principal variables (assumptions) tested were: physical and chemical change (sequence); conservation of weight and atoms (necessity); simple chemical reactions (form-lesson control); redox reactions (necessity); reaction rates (form-data presentation); heat laws (sequence); and Arrhenius acids and bases (form-lesson control). Among the conclusions drawn are those indicating that the sequence of an activity appears to be important, the laboratory as an instructional format for the learning cycle is effective and highly thought of by students, and that teachers utilizing reading with learning cycles shouldn't expect them to be effective. (JN)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: National Science Foundation; Science Education Research
Note: Appendix 1A (pages 1A-1 to 1A-45) have been removed due to copyright restrictions.