Renner, J.W., Abraham, M. R., & Birnie, H. H. (1988). The necessity of each phase of

the learning cycle in teaching high school physics. Journal of Research in Science Teaching 25, 39-58.

Renner, Abraham and Birnie in conjunction with a secondary –school physics teacher at Norman, Oklahoma Senior High School conducted research on 62 twelfth grade students to see if all phases of the learning cycle were necessary and if the absence of any phase influenced their content achievements, conceptual understanding and attitudes about their physics course. The article clearly states how they designed the research, from how the students were chosen to IQ tests administered, all of which is available for further scrutiny by reading the 19 page study.

The first concept tested was weight, being the result of gravity acting on an object, and mass being the quantity of matter in an object which is responsible for its inertia. The second concept tested was in an electric field: a relationship among voltage, current and resistance exists. The study focused on the need of the three-phases in this learning cycle; the exploration phase, the conceptual invention phase and the expansion-of- idea phase.

The results of each test administered throughout each concept are detailed in the published study. The researchers came up with general conclusions: providing just materials and directions for students and allowing them to explore is NOT efficient in learning the concepts, and thoroughly explaining the concept before providing experiences with materials results in little or no conceptual understanding, among others.

These results have strong implications for the teaching profession. We, as educators, must believe what the research tells us and make the time to formulate lessons using curriculum organization principles like the learning cycle to make science a positive learning experience to every student that steps in the door.

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