The learning cycle is an establishe

The learning cycle is an established planning method in science education and consistent with
contemporary theories about how individuals learn. It is easy to learn and useful in creating
opportunities to learn science. You can think of the learning cycle model as having five parts,
though these parts are not discrete or linear.
Engage: In most instances you will want to begin with Engage. In this stage you want to create
interest and generate curiosity in the topic of study; raise questions and elicit response from
students that will give you an idea of what they already know. This is also a good opportunity
for you to identify misconceptions in students’ understanding. During this stage students should
be asking questions (Why did this happen? How can I find out?) Examples of engaging
activities include the use of children’s literature and discrepant events.
Explore: During the Explore stage students should be given opportunities to work together
without direct instruction from the teacher. You should act as a facilitator helping students to
frame questions by asking questions and observing. Using Piaget’s theory, this is the time for
disequilibrium. Students should be puzzled. This is the opportunity for students to test
predictions and hypotheses and /or form new ones, try alternatives and discuss them with peers,
record observations and ideas and suspend judgment.
Explain: During Explain, you should encourage students to explain concepts in their own
words, ask for evidence and clarification of their explanation, listen critically to one another’s
explanation and those of the teacher. Students should use observations and recordings in their
explanations. At this stage you should proved definitions and explanations using students’
previous experiences as a basis for this discussion.
Extend: During Extend students should apply concepts and skills in new (but similar) situations
and use formal labels and definitions. Remind students of alternative explanations and to
consider existing data and evidence as they explore new situations. Explore strategies apply
here as will because students should be using the previous information to ask questions, propose
solutions, make decisions, experiment, and record observations.
Evaluate: Evaluation should take place throughout the learning experience. You should
observe students’ knowledge and/or skills, application of new concepts and a change in thinking.
Students should assess their own learning. Ask openended
questions and look for answers that
use observation, evidence, and previously accepted explanations. Ask questions that would
encourage future investigations.

Results (English) 3:

学习周期是科学教育中的一个既定的规划方法，与当代人学习的理论相一致。学习和创造学习科学的机会是很容易的。你可以认为学习周期模型有五个部分，但这些部分不是离散的或线性的。在这个阶段，你想创建
兴趣和产生好奇的研究;主题提出问题，从
学生会给你他们已经知道一个想法引起反应。这也是一个很好的机会，让你在学生理解中发现错误。在这个阶段，学生应该问问题（为什么会发生这样的事？我怎么才能找到呢？
）从事活动的例子包括儿童文学和不符的使用事件。
探索：在探索阶段，学生应该有机会在一起
没有从教师直接指导工作。你应该作为一个促进者，帮助学生通过提问和观察来帮助学生学习。利用皮亚杰的理论，这是一次不平衡。学生应该感到困惑。这是学生测试的机会，预测和假设和/或形成新的，尝试替代和讨论他们与同龄人，记录观察和想法和中止判断。解释：在解释过程中，你应该鼓励学生解释概念，在他们自己的话，要求证据和解释他们的解释，听别人的解释和老师的解释。学生应该在他们的解释中使用观察和记录。在这个阶段，你应该使用学生的经验，证明了定义和解释，在此基础上，延长学生在新的（但类似的）情况下，应用概念和技能并使用正式的标签和定义。提醒学生的替代的解释，并考虑现有的数据和证据，因为他们探索新的情况。探索策略适用于这里，因为学生应该使用以前的信息，提出问题，提出解决方案，作出决定，实验和记录观察：评估应发生在整个学习经验。你应该观察学生的知识和/或技能，应用新概念和改变思维，学生应该评估他们的学习。问开放式的
问题和寻找答案，
使用观察，证据，和以前接受的解释。提出问题，鼓励未来的调查。