Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers

Mahsa Kazempour 1 * , Aidin Amirshokoohi 2, Katrin Blamey 2
More Detail
1 Early Childhood & Elementary Education, Penn State Berks, Reading, USA
2 Early Childhood & Elementary Education, DeSales University, Center Valley, USA
* Corresponding Author
EUR J SCI MATH ED, Volume 8, Issue 1, pp. 67-75. https://doi.org/10.30935/scimath/9547
OPEN ACCESS   2163 Views   1127 Downloads
Download Full Text (PDF)

ABSTRACT

Studies focusing on pre-service teachers have shown that the inclusion of the learning cycle model in a methods course result in improvement in understanding of and attitude toward the learning cycle model of inquiry. However, pre-service teachers’ understanding and beliefs about the learning cycle model may remain varied and inaccurate and their implementation may be inhibited due to their beliefs about teaching and learning and roles as teachers. In this article, we will discuss our extended 5E learning cycle model introduction approach consisting of active engagement and immersion of preservice teacher in the process of learning about the 5E model.
Keywords: science inquiry, learning cycle, elementary pre-service teachers, science education

CITATION

Kazempour, M., Amirshokoohi, A., & Blamey, K. (2020). Putting theory to practice: Teaching the 5E learning cycle through immersive experiences for pre-service teachers. European Journal of Science and Mathematics Education, 8(1), 67-75. https://doi.org/10.30935/scimath/9547

REFERENCES

  • Abraham, M. R., & Renner, J. W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of Research in Science Teaching, 23(2), 121-143.
  • Appleton, K. (2006). Science pedagogical content knowledge and elementary school teachers. In K. Appleton (Ed.), Elementary science teacher education: International perspectives on contemporary issues and practice. Mahwah, NJ: Association for Science Teachers and Laurence Erlbaum
  • Beeth, M. E., & Hewson, P. W. (1999). Learning goals in exemplary science teacher’s practice. Science Education, 83(6), 738-760.
  • Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293–313. doi: 10.1007/s10763-007-9121-8
  • Bybee, R. (2014). Guest Editorial: The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications. Science and Children, 51(8), 10-13.
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Bybee, R.W., J.A. Taylor, A. Gardner, P. Van Scotter, J. Carlson Powell, A. Westbrook, and N. Landes. 2006. BSCS 5E instructional model: Origins and effectiveness. A report prepared for the Office of Science Education, National Institutes of Health. Colorado Springs, CO: BSCS.
  • Duke, N.K., & Bennett-Armistead, V.S. (2003). Reading and writing informational text in the primary grades. New York: Scholastic.
  • Everett, S., & Moyer, R. (2009). Literacy in the learning cycle: Incorporating trade books helps plan inquiry-learning experiences. Science and Children, 47(2), 48-52.
  • Glasson, G. E., & Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30(2), 187-207.
  • Hanuscin, D.L., & Lee, M.H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20, 51-66.
  • Kazempour, M. (2013). “The Interrelationship of Science Experiences, Beliefs, Attitudes, and Self-Efficacy: A case study of a pre-Service teacher with positive science attitude and high science teaching self-Efficacy.” European Journal of Science and Mathematics Education. 1(3), 106-124.
  • Kazempour, M. (2014). I Can’t Teach Science! A Case Study of an Elementary Pre-Service Teacher’s Intersection of Science Experiences, Beliefs, Attitude, and Self-Efficacy. International Journal of Environmental and Science Education. Vol. 9(1), p.77-96.
  • Kazempour, M., & Sadler, T. D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: a multi-case study. Teaching Education, 26(3), 247-271. https://doi.org/10.1080/10476210.2014.996743
  • Liem, T. L. (1987). Invitations to Science Inquiry, p.143. Ginn Press, Massachusetts.
  • Manyak, P.C., Von Gunten, H., Autenrieth, D., Gillis, C., Mastre-O’Farrell, J., Irvine-McDermott, E., Baumann, J., & Blachowicz, C. L. Z. (2014). Four practical principals for enhancing vocabulary instruction. Reading Teacher, 68(1), 13-23.
  • McComas, W. F., III. (1992). The nature of exemplary practice in secondary school science laboratory instruction: A case study approach (Doctoral dissertation, University of Iowa, 1991). Dissertation Abstracts International, 52(12), 4284A
  • Moscovici, H., & Nelson, T. (1998). Shifting from activitymania to inquiry. Science & Children, 35(4), 14-17, 40.
  • National Research Council (NRC). 1999. How people learn: Bridging research and practice. Washington, DC: National Academies Press Neuman, S.B., & Wright, T.S. (2014). The magic of words: Teaching vocabulary in the early childhood classroom. American Educator, 38(2), 4-13.
  • Ramsey, J. (1993). Developing conceptual storylines with the learning cycle. Journal of Elementary Science Education, 5(2), 1-20.
  • Settlage, J. (2000). Understanding the learning cycle: Influences on abilities to embrace the approach by preservice elementary school teachers. Science Education, 84, 43-50
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. School Science and Mathematics, 100, 374-379.
  • Worth, K., Moriarty, R., & Winokur, J. (2004). Capitalizing on literacy connections. Science and Children, 41(5), 35-39.