The learning cycle is a model of scientific instructions that are based on inquiry. This model creates a basis for students to work through the understanding of a particular scientific concept as well as deeper this understanding by applying it to new tasks (Walbert 1).
The learning cycle consists of three phases: exploration, invention and application. In exploration, students are to work in groups and explore the new material, trying to solve problems. In this phase, the teacher is a facilitator and provides assistance when needed. In the invention phase, the teacher leads the students to the core of the lesson. In this phase, students can share their ideas and observations gained in the exploration phase. Lastly, the concept application phase consists of a teacher posing a new problem for students to solve. The problem-solving should be based on the ideas and concepts learned from exploration and invention phases (Walbert 4).
Activity Analysis
Thus, after the analysis of the chemistry activities provided, it is clear that the activities include all phases of the learning cycle. The tasks like writing equations and comparing the answers within the group and with other groups are the exploration phase of the learning cycle because the students have the possibility to develop their own opinions and hypotheses as well as test them via actual experiments and various observations.
The stage of the invention is seen in the tasks like “Which reactant limits the quantity of H2O produced in reaction C? Which reactant is in excess?” are of the invention or introduction phase because students are asked to compare and analyze the concepts introduced in the phase of exploration. Lastly, the tasks like “For each reaction mixture in #13, identify the limiting reagent. Go on to define limiting reagent using a complete sentence” belong to the phase of application because students are asked to test their understanding of the learned concepts and work individually.
Because the analyzed activities are designated to one specific topic, there is only one learning cycle in each task. The term introduction occurs in the pre-activity questions.
The Process-Oriented Guided Inquiry Learning (POGIL) activities can be used in a variety of ways during the learning cycle. They can be helpful in completely turning the classroom into a learning environment with experiences gained separately and in groups. In a POGIL environment, the research students are actively involved in group activities to develop new skills and learn to work in teams on guided activities (Process-Oriented Guided Inquiry Learning 2).
Works Cited
Process-Oriented Guided Inquiry Learning. n.d. Web.
Walbert, David. The Learning Cycle. n.d. Web.