![]() The first criterion is that local phenomena should be real and relevant to students and thus compelling to figure out. Specifically, we use local phenomena that meet two criteria (see Figure 1). In our work developing and implementing yearlong NGSS-aligned instructional materials in fifth grade for diverse student groups, we aim to make everyday phenomena phenomenal. ![]() Furthermore, phenomenal phenomena may not be robust enough to sustain a science unit around a targeted set of performance expectations (PEs) over the course of instruction. While phenomenal phenomena inspire wonder and awe (e.g., students ask, “How could that happen!?”), they may have little relevance to students’ experiences in their everyday lives. In a similar manner, a focus on phenomena raises a new danger of selecting “phenomenal phenomena” because they pique students ’ interest (e.g., a visually striking yet rare natural phenomenon that students have not personally experienced). In the past, when science instruction was guided by inquiry approaches, there was a danger of hands-on activities lacking purpose beyond being fun and engaging (referred to as “activitymania” by Moscovici and Nelson 1998). This gives a purpose to science learning as students “do something” with science and become agents of their own learning. In the NGSS classroom, students make sense of phenomena and design solutions to problems as scientists and engineers do in their work (NRC 2012). Your students should continue to revisit and revise their explanations of the phenomenon and/or answers to the essential question(s) throughout a unit as they gain new evidence and information about the key concepts.The goal of the NGSS is to enable students to explain phenomena and design solutions to problems (Reiser et al. The essential questions focus student attention to the key parts of the phenomenon that they should be able to explain by the end of instruction. These can be posed by the teacher or generated by the students. Able to be explained by scientific concepts through the use of Science and Engineering PracticesĮssential questions are the key questions that your students should be able to answer about the phenomenon by the end of the lesson or unit.Related to the Performance Expectation(s) towards which your lesson or unit is helping your students build understanding.Relevant and meaningful for your student population (Will it spark your students’ interest and motivate them to ask questions and learn about the science content?).A natural phenomenon upon which to base instruction should encompass the four following criteria (Roseman et al., 2015): The NGSS define phenomena as “observable events that students can use the three dimensions to explain or make sense of” (NGSS Lead States, 2013). 7)Īn important goal of three-dimensional science teaching is for students to be able to use scientific concepts to explain, understand, and design solutions related to phenomena in the natural world around them (NRC, 2012). In these contexts, learning science is important for everyone, even those who eventually choose careers in fields other than science or engineering.” (NRC, 2012, p. In addition, understanding science and the extraordinary insights it has produced can be meaningful and relevant on a personal level, opening new worlds to explore and offering lifelong opportunities for enriching people’s lives. Indeed, some knowledge of science and engineering is required to engage with the major public policy issues of today as well as to make informed everyday decisions, such as selecting among alternative medical treatments or determining how to invest public funds for water supply options. “Science, engineering, and the technologies they influence permeate every aspect of modern life.
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