Instructional Strategies

PRISMS Project
University of Northern Iowa
Cedar Falls, IA 50614-0150

The instructional strategies in PRISMS, developed by the Iowa Physics Task Force, are based on a learning theory derived from Jean Piaget's work. Numerous studies have shown that high school students (even those taking physics) have not developed mental structures normally associated with formal reasoning. The PRISMS materials have been developed utilizing the learning cycle as described and advocated in the Science Teaching and the Development of Reasoning - Physics workshop materials published by the Lawrence Hall of Science.

Each learning cycle addresses a particular concept or objective, which includes three phases: exploration, concept introduction and concept application.

Exploration

During exploration the students learn through their own actions with new materials, new ideas and minimal guidance or expectation of specific accomplishments. Exploration activities encourage students to observe relationships, identify variables and develop tentative explanations of phenomenon. The better students may be able to design experiments that will hopefully lead to formulating models. The questions that are raised and the methods proposed for investigating those questions are the most vital parts of this initial stage of the learning cycle. Most exploration activities are at least slightly directive in the way they lead students into a more complete understanding of the purpose of the activity. The classroom atmosphere should enhance curiosity and interest, and encourage all students to become equally involved.

Concept Introduction

Concept introduction involves the development of the concept based on the experiences in the exploration phase of the learning cycle. A relationship is generalized with the aid of audiovisuals, assigned reading, teacher demonstrations and individualized and group instruction. Mental processes are stimulated through social interaction between students and teacher and among students. The concept introduction may be aided by the teacher, texts, computers, films or other media. Students are more prepared to be receptive to a concept if they have engaged directly in a concrete experience which has raised an issue in their mind that creates a need for further understanding. During concept introduction the student has accommodated his/her mental structures such that the event is interpreted on the basis of some generalized concept.

Application

The emphasis now is to use the concept to extend the student's understanding of physical phenomena to a broad range of applicability.

In the application phase the student tests the schema or generalization which seemed to bring observations and explanations back into mental equilibrium. If the concept can be generalized to apply in another somewhat different event, the interpretation is assimilated into the concept previously developed or reinforced for more meaningful learning. The application phase emphasis is not to discover or verify, but rather to use the concept. The ideal application activity the exploratory activity and clarified during the concept development. As the learning cycle is concluded with the application activity, it is hoped that the students will be able to reach conclusions in agreement with established concepts in physics.

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