The aim of this review study is to examine and explicate the historical evolution of "Learning Cycle" approach that is countered frequently in contemporary science education research in the light of the discussions on constructivist theory. This review study is composed of "three" sections. In the first section, there are criticisms to the implementation of constructivist theory and the responses to these criticisms in Turkish and foreign literature. In the second section of the study, the roots of "Learning Cycle" and its evolution during the process have been explicated in the light of the discussion on constructivist theory. In this section, the reasons for the evolution of this model that at first had three stages and then started to be implemented in four, five and seven stages have been examined and every stage has been explained making use of studies of different researchers. The last section of the study comprises an activity based on 7E model to be able to present a concrete sample in the light of the facts discussed in the first two sections. This study that reveals the evolution of "Learning Cycle" with Constructivist foundations is thought to be a valuable source for the development of effective activities in science education or other disciplines.