P1.17
Teaching middle school students about wind-driven currents through a learning cycle model
Barbara K. Walton-Faria, Thompson Middle School, Newport, RI
Using a learning cycle model of instruction within a middle school science classroom helps to structure a sequence of activities with ideas about conceptual change. The five-stage learning cycle model was developed by Biological Sciences Curriculum Study in 1993. Each stage of the learning cycle serves a different purpose and incorporates a specially structured activity. This “5-E model” was used to teach middle school science students about wind-driven currents.
Engagement: During the engagement stage an activity should promote student involvement in the topic in a new way. This may mean asking a question, defining a problem, showing a discrepant event, brainstorming, acting out a situation, or showing a demonstration.
Exploration: The exploration stage activates student's prior knowledge by letting them “play” with hands-on, minds-on activities with meaning.
Explanation: In this stage learners experience direct instruction or learning that builds on the new content knowledge. They begin to understand and articulate their new understandings.
Extension/Elaboration: In the extension stage, students expand on the concepts they have learned, making connections and applying their understanding to the world around them.
Evaluation: This stage allows both the students and teacher to assess changes in ideas and understanding of new knowledge.
The learning cycle model of instruction was used to help students gain a more complete understanding of ocean surface currents. The sequence of activities were adapted from several sources – The Maury Project – Wind-Driven Currents, Global Winds and Ocean Currents – Current, Vol. 13, No.1, 1995, Rubber Ducks, Nikes and the Pacific – Chet Bolay, Currents ‘Round the World – Shedd Aquarium, 1999.
Poster Session 1, Poster Session
Tuesday, 4 July 2006, 8:30 AM-10:00 AM, Millennium Room
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