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STEM Learning Cycle in BC Curriculum

The document compares the STEM learning cycle approach to British Columbia's educational curriculum design. The STEM learning cycle consists of four phases - engagement, exploration, explanation, and elaboration. BC's curriculum aligns well with this approach through its emphasis on personalized learning, inquiry-based learning, project-based learning, competency-driven education, assessment for learning, and developing 21st century skills. Both frameworks focus on engaging students through questions, having them explore concepts, explain their understanding, and ultimately apply their knowledge to new situations. The curriculum aims to develop skills across the four phases of the STEM cycle through flexible instruction and assessment.

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319 views2 pages

STEM Learning Cycle in BC Curriculum

The document compares the STEM learning cycle approach to British Columbia's educational curriculum design. The STEM learning cycle consists of four phases - engagement, exploration, explanation, and elaboration. BC's curriculum aligns well with this approach through its emphasis on personalized learning, inquiry-based learning, project-based learning, competency-driven education, assessment for learning, and developing 21st century skills. Both frameworks focus on engaging students through questions, having them explore concepts, explain their understanding, and ultimately apply their knowledge to new situations. The curriculum aims to develop skills across the four phases of the STEM cycle through flexible instruction and assessment.

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Bhatia 2021

CONT 952
M1: STEM Teaching Framework
Read the following article by Pradeep Dass, Teaching STEM Effectively with the Learning
Cycle Approach - click on PDF to view. How does this learning cycle approach work with BC’s
educational curriculum design?

STEM Learning Cycle Approach BC’s Educational Curriculum Design


Engagement Phase
 Asking Questions  Personalized Learning – make it relevant to students
 Defining Problems  Educated Citizen – asking/defining questions
 Know from Know-Do-Understand Model where students
are introduced to a topic via questions, problems, tasks at
hand.
 Inquiry and question-based approach
 Hook in the lesson planning, essential questions in the unit
planning
 Flexible Learning Environments – UDL and Differentiated
Instruction – to engage a diverse group of students.
Exploration Phase
 Developing & Using  Project based learning, problem-based learning.
Models  Concept-based, competency-driven curriculum which
 Devising Testable focuses on many competencies listed in Exploration Phase
Hypotheses of STEM Learning Cycle approach on the left.
 Planning & Carrying out  Do from Know-Do-Understand Model where students
Investigations engage in activities, tasks to utilize the skills they have and
 Collecting, Analyzing develop new skills while attending the task at hand.
and Interpreting Data  Integration of First Peoples Principles of Learning in the
 Using Mathematics & curriculum provides opportunities to practice many skills
Computational Thinking listed on the left (STEM Learning Cycle Approach)
 Collaboration with community
 Core competencies – Communication and Critical Thinking,
Personal and Social responsibility
Explanation Phase
 Analyzing and  Project based learning, problem-based learning.
Interpreting Data  Concept-based, competency-driven curriculum which
 Constructing focuses on many competencies listed in Explanation Phase
Explanations and of STEM Learning Cycle approach on the left.
Critiquing Arguments  Do from Know-Do-Understand Model where students
based on Evidence engage in activities, tasks to utilize the skills they have and
 Designing solutions develop new skills while attending the task at hand.
Bhatia 2021

 Communicating and  Integration of First Peoples Principles of Learning in the


Interpreting Scientific curriculum provides opportunities to practice many skills
Information listed on the left (STEM Learning Cycle Approach
 Collaboration with community
 Core competencies – Communication and Critical Thinking,
Personal and Social Responsibility
Elaboration Phase
 Applying and Using  Understand from Know-Do-Understand Model where
STEM knowledge students understand the big idea and contributes to future
understanding.
 Education for 21st Century – as students goes through the
first 3 E phases, student develops the skills needed for 21 st
century and is ready to apply them at a new task/problem.
Evaluation Phase
 Applying and Using  Instruction, Curriculum and Assessment is interconnected
STEM Knowledge in a cyclical concept.
 Assessing student  The cycle begins with a purpose in mind (Big Idea), criteria
learning using authentic is communicated, evidence is collected, feedback is
assessment approaches. provided, and next steps are evaluated. Students plan,
apply and reflect on the content.
 Assessment is formative and differentiated, infused in the
learning cycle, co-constructed, strength-based and includes
goal setting.

Resources:
Blades, David. "Science education in British Columbia: A new curriculum for the 21st century." Science
Education in Canada. Springer, Cham, 2019. 13-36

Dass, Pradeep. "Teaching STEM effectively with the learning cycle approach." K-12 STEM Education 1.1
(2015): 5-12.

Fu, Hong, Tim Hopper, and Kathy Sanford. "New BC curriculum and communicating student learning in
an age of assessment for learning." Alberta Journal of Educational Research 64.3 (2018): 264-286.

Sanford, Kathy, and Tim Hopper. "Educational Transformation: The BC Story." (2019).

[Link]

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