[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592232-105":59,"doc-detail-592232-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","an-application-of-the-learning-cycle-in-health-education-hivaids-prevention","An Application of the Learning Cycle in Health Education - HIV/AIDS Prevention","","A classroom lesson applies the learning cycle model to teach critical thinking about HIV/AIDS transmission and contraception. Students learn to identify contraception methods with least and most effectiveness, explain HIV/AIDS transmission modes, demonstrate proper condom use, and describe consequences of unprotected sexual behavior. Through engagement, investigation, dialogue, and application activities using simulations and discussion, learners challenge misconceptions and connect concepts to daily life decision-making.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-application-of-the-learning-cycle-in-health-education-hivaids-prevention/592232/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-application-of-the-learning-cycle-in-health-education-hivaids-prevention/592232.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What learning goals does the lesson focus on for HIV/AIDS prevention?","Question",{"text":111,"@type":112},"Students learn to identify contraception methods with least/most effectiveness, describe transmission modes, demonstrate proper condom use, and explain consequences of unprotected sexual behavior.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the learning cycle approach structure classroom activities in this lesson?",{"text":116,"@type":112},"The model uses four phases—engagement, investigation, dialogue, and application—to elicit misconceptions, explore problems, discuss findings, and apply concepts to new tasks.",{"name":118,"@type":109,"acceptedAnswer":119},"What kinds of activities and materials are used during the lesson?",{"text":120,"@type":112},"Materials include blank note cards, a model penis, red-dot note cards for simulations, latex and lambskin condoms, and various contraceptive devices such as spermicides, a diaphragm, and other options.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592232,1792083179,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":46},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Teaching Ideas  \nAn Application of the Learning Cycle in Health Education:  \nHIV/AIDS Prevention  \nTaniaBarmanBasta and Charles R. Barman  \nABSTRACT  \nObjectives: At the conclusion of this lesson, students will be able to (1) identify methods of contraception that are the least/most effective for HIV/AIDS prevention,(2) describe modes of HIV/AIDS transmission,(3) demonstrate proper condom use, and (4) describe the consequences of unprotected sexual behavior. Target Audience: Students enrolled in high school or college-level courses related to health.  \nINTRODUCTION  \nMany misconceptionsexist among adolescents regarding the transmission of, and appropriate contraception methods to prevent, HIV/AIDS.1-3 To combat these misconceptions, students should be taught to think critically about the consequences that frequently accompany decisions related to this health issue. One method of incorporating such strategies is through the use of the learning cycle teaching model, first developed in the 1960s.4 The mostrecent version of this model includes four phases: engagement, investigation, dialogue, and application5 (Figure 1).  \nIn the first phase of the learning cycle, engagement, strategies are used to help students identify and reveal their preconceptions—correct or mistaken—about an issue. All reasonable student responses should be accepted without judgment. During the investigation phase, students are presented with a problem or a task related to an issue. The problem or task should be open-ended enough to encourage students to pursue a range of strategies, yet specific enough to provide some direction. Activities used in this phase provide a basis for students to question their current ideas about the subject and form a framework for developing new concepts and related vocabulary. In the  \ndialogue phase, the teacher engages students in discussion about findings and questions based on the investigation. Students are encouraged to seek additional information in multiple ways and reflect on how this process has changed their prior knowledge. In the last segment, application, students are either presented with additional examples of the lesson’s main concept or challenged with a new task that can be solved with information obtained during the previous phases. Ideally, one or more of the application experiences will be directly relatable to the students’ daily lives.  \nThe following lesson uses the learning cycle approach to promote critical thinking skills specific to HIV/AIDS transmission and appropriate contraception practices. Although some of the activities in this lesson have been used in other lessons, they are being used in this article to illustrate how certain strategies fit within specific phases of a given learning model.  \nOBJECTIVES  \nAt the conclusion of this lesson, students will be able to:  \n1. identify the methods of contraception that are the least/most effective for HIV/ AIDS prevention;  \n2. describe the modes of HIV/AIDS transmission;  \n3. demonstrate proper condom use; and  \n4. describe the consequences of unprotected sexual behavior.  \nMATERIALS  \n• 3 x 5’’ blank note cards  \n• Model penis  \n• One note card with a red dot in a back corner  \n• Latex and lambskin condoms  \n• Various contraceptives devices (e.g., spermicides, diaphragm, oral contraceptives, the patch, nuva ring, depo-provera, dental dam)  \nTARGET AUDIENCE  \nAlthough this lesson is aimed at college  \nTania Barman Basta is an assistant professor in the School of Health Sciences, Ohio University, Grover Center E331, Athens, OH 45701; E-mail: [basta@ohio.edu. Charles R. Barman is a profes](basta@ohio.edu. Charles R. Barman is a profes)sor of science education and director of the Urban Center for the Advancement of STEM Education (UCASE), School of Education, Indiana University-Purdue University Indianapolis, 902 W. New York St., Indianapolis, IN 46202.  \nTaniaBarmanBasta and Charles R. Barman  \nstudents, it could be adapted and used in high school cl","cbCaisbMpwot65ZT","https://ap.wps.com/l/cbCaisbMpwot65ZT","pdf",364460,"English","# Objectives\n# Materials\n# Target Audience\n# Procedure\n## Engagement","[{\"question\":\"What learning goals does the lesson focus on for HIV/AIDS prevention?\",\"answer\":\"Students learn to identify contraception methods with least/most effectiveness, describe transmission modes, demonstrate proper condom use, and explain consequences of unprotected sexual behavior.\"},{\"question\":\"How does the learning cycle approach structure classroom activities in this lesson?\",\"answer\":\"The model uses four phases—engagement, investigation, dialogue, and application—to elicit misconceptions, explore problems, discuss findings, and apply concepts to new tasks.\"},{\"question\":\"What kinds of activities and materials are used during the lesson?\",\"answer\":\"Materials include blank note cards, a model penis, red-dot note cards for simulations, latex and lambskin condoms, and various contraceptive devices such as spermicides, a diaphragm, and other options.\"}]","An Application of the Learning Cycle in Health Education - HIV/AIDS Prevention | PDF",1792074135]