Name: Jody Kittell

Article: LC2

A learning cycle approach to introducing osmosis .

Lawson, Anton E., (2000). , American Biology Teacher, 62, 189-200.

SUMMARY:

The purpose of this article was to describe how educators attempt to improve scientific literacy in the context of teaching about osmosis. This study was performed in a freshman non-major course because these students showed a lack of scientific inquiry. This was seen in a number of ways, including student confusion about how to test tentative explanations and confusion regarding the similarities and differences among theories, hypotheses, laws and predictions. The aim in attempting to increase student inquiry in the science lab was to develop a lab based exercise to get them to generate causal questions, which lead to generating and testing several alternative explanations with minimal help from the teacher. It is believed that this is the best way to help students develop scientific reasoning skills and an awareness of the nature of science.

This study included an initial ‘hands-on’ instructional phase called exploration in which students explore new objects, events or situations. This is followed by the term introduction phase in which data are organized and analyzed, and the teacher introduces new terminology. This is then followed by an instructional phase called concept application in which students are given the opportunity to deepen their understanding of newly constructed concepts by trying to apply thin in new contexts.

The lab exercise was described in two parts in the article: student material and teacher material. The student material section includes an introduction, a materials list, a procedure to student inquiry, and a set of application questions to extend the lesson. The teacher material section includes teaching tips for each phase of the learning cycle.

REACTION:

This article was very informative. I know I have a better grasp on how to design my inquiry lesson after reading this. I feel it provided a very explicit step-by-step example on what a science inquiry lesson should look like. The part of the article I found particularly helpful was the teacher material section. It provides an estimated duration of the exercise and also recommends the preparations that can be done in advance. It also describes the activities the teacher will progress through and guide the students through during each phase of the learning cycle.

The exploratory phase was the most helpful part of this article to me. It provided suggestions on how to get students involved in the activities, not just for this exercise, but also for any other class! A questioning pattern was provided for the teacher to use to get them thinking. Also, some likely responses were given to help the teacher know what to expect (if they chose to reproduce this exercise). This type of information is valuable to me as a beginning teacher.