On a bright, sunny day, a group of first graders enthusiastically begin a scientific investigation called “Shadow Town.” The teacher gathers the students in a circle and asks, “What causes shadows?” That’s a good question. All of my students are familiar with shadows, enjoy them, and have definitely played with them, but being able to explain it is different. The mysteries of light and darkness stimulate the students’ imaginations, and they come up with many suggestions.
Teachers take students outside and have them test their ideas. “Can I run away from my shadow?” one student wonders. Another asks, “Can you fool your own shadow?” By experimenting with shadows, predicting their movement, investigating how light interacts with different materials, and discussing what they see with a partner, students learn not only how shadows work; You will also learn about the scientific process of inquiry and investigation. Through this exploration, they begin to apply their newly acquired knowledge to solve real-world problems. Why does the Norwegian town of Rjukan spend most of the year in the shade and how different solutions work?
“Shadow Town”, a K-12 curriculum module twig scienceis an example of phenomenon-based learning In fact, it is an approach that takes advantage of students’ natural curiosity to understand the world around them. In this context, a phenomenon is simply an observable event or situation. They play an important role in science education because they provide students with concrete and engaging examples of scientific concepts in the real world. These offer great opportunities to develop students’ inquiring minds. Students see something happening, ask questions about it, and do research to learn more about it.
Image credit: Imagine Learning
Phenomena in the context of 3D science
Phenomena-based learning also Next Generation Science Standards (NGSS) others Three-dimensional (3D) science standards Emphasizes a comprehensive and integrated understanding of science. These standards move science education away from rote memorization, engage students in practices that real scientists use to explore and model the world, promote a deeper understanding of scientific concepts, and encourage critical Designed to develop skills such as thinking, collaboration and communication.
NGSS and other 3D science standards are structured around three aspects of science learning.
- Science and Engineering Practice (SEP): These include skills and behaviors that scientists and engineers engage in, such as asking questions, developing and using models, planning and conducting research, analyzing and interpreting data, and constructing explanations.
- Cross-cutting concepts (CCC): These overarching concepts bridge disciplinary boundaries such as patterns, cause and effect, energy and matter, structure and function, stability and change.
- Discipline Core Ideas (DCI): These are the basic ideas of science that students should understand and are divided into four areas: physical sciences, life sciences, earth sciences, space sciences, engineering, technology, and science applications.
By integrating these three aspects, students develop a holistic understanding of science, go beyond just memorizing individual facts to actively engage in scientific practices, and develop broader ideas that connect different fields of science. You can understand the concept.
Motivation for involvement
Phenomenon-based learning and 3D science standards naturally complement each other. Phenomenon-based learning provides students with the context and motivation to engage with the practices, concepts, and core ideas outlined in the standards. For example, when investigating “Shadow Town,” students engage in science and engineering practices by asking questions and planning investigations to understand why shadows change. They use the crosscutting concept of “patterns” to observe how shadows behave at different times of the day, and use the discipline’s core ideas about the movement of the earth to interpret these I will explain the pattern. Through this process, they not only learn scientific facts, but also experience science as a dynamic, integrated discipline that helps them understand the world.
Image credit: Imagine Learning
Providing such research opportunities requires thoughtful design and alignment with educational standards. When designing high-quality materials, and even entire curricula, that support phenomenon-based learning, several key areas need attention.
- Rich real-world phenomena: An effective kindergarten through ninth grade curriculum features carefully selected phenomena that are relevant, observable, and meaningful to students, such as the changing seasons, the reflection of light on mirrors, and the erosion of mountains. I am. These are complex enough to require students to engage deeply with aspects of the science, but also accessible enough to be explored through student-led research and research.
- High quality multimedia resources: Videos, interactive simulations, and virtual labs provide dynamic, visual experiences that bring to life and foster understanding of phenomena that students may not otherwise have access to.
- Attractive and easy-to-understand learning materials: Learning materials should be engaging and in line with 3D science standards. We need to guide students through the research process, provide opportunities for reflection and discussion, and scaffold learning to engage all students in research.
- Innovative rating system: The evaluation system helps teachers assess students’ understanding of the three dimensions of the NGSS. These systems include a wide range of assessment strategies, from pre-exploration activities that assess prior knowledge to formative and summative tasks, as well as ways to track student progress throughout the learning process. It also includes built-in data reporting tools to help you.
By combining phenomenon-based learning with 3D science standards, students can see science as a way to understand the world around them. They become more motivated to learn and are able to think more critically about the challenges they will face in the future. As students engage with real-world phenomena, they not only learn about science, but also begin to think and act like scientists, creating a lifelong sense of wonder and exploration that helps them meet all kinds of challenges they will face throughout their lives. Develop your senses. in education and other fields as well.
