Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

Abstract

This study examined the effects of adding a prediction/discussion phase at the beginning of a three-phase learning cycle involving exploration, term introduction, and concept application. The added phase required high-school biology students to individually write out predictions with explanatory hypotheses concerning concepts in genetics, homeostasis, ecosystems, and natural selection. This was followed by interactive debate of predictions and reasons. Data sources included questionnaires, field observations, teacher/researcher daily log reports, and a battery of tests to assess cognitive changes. Hypothetico-predictive reasoning and logical argumentation served as cognitive-development processes which prompted students to construct and deconstructed their procedural and declarative knowledge. The prediction/discussion-based learning cycle instruction, when compared with traditional learning cycle instruction, produced significant gains relative to the use of process skills, logical-thinking skills, science concepts, and scientific attitudes. Guidelines were generated for developing, teaching, and evaluating prediction/discussion based learning cycles. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1127–1147, 1999