Lesson 1: What is Phenomenon-Based Science?
Portfolio Page | Teaching Science using Phenomena Mini-Course | ETAP 623 Spring 2022 (Byrne)
Driving Question:
What is Phenomenon-Based Science?
Objective:
In Lesson 1 you will research phenomenon-based science, including lessons and topics, and participate in a discussion with peers to define phenomenon-based science and make connections to prior knowledge and experiences.
Pre-Survey
Have you ever heard of phenomenon-based Science?
Take a moment to reflect on what you know about Phenomenon-Based learning in Science
Phenomenon-Based Learning in Science Survey - Google Form
"Study Guide"
INTRODUCTION:
Students learn best when they are intrinsically motivated and genuinely interested in the content. As science teachers, we have an opportunity to use a child's natural curiosity as an aid to intrinsically motivate them and get them invested in their learning.
Merriam-Webster defines "phenomena" as "a fact or event of scientific interest susceptible to scientific description and explanation" (Merriam-Webster). Science teachers can use real-world phenomena to engage students in their learning. When students observe a phenomenon, they will usually want to know more. This desire to know more about a phenomenon will intrinsically motivate students to gather data and evidence to support their claims about how or why the phenomenon occurred.
Bobrowsky (2018) suggests that instead of presenting science as a list of facts that require memorization, teachers should allow students to experience and discover a scientific concept and explore and investigate it like scientists in the "real world" do.
In a traditional classroom, a teacher may start by presenting knowledge and then will have students explore after they "understand" or at least have a base knowledge of the science concept. In phenomenon-based learning, the lesson will start with a phenomenon, and students will be responsible for asking questions and investigating how and why the phenomenon occurs.
"To Do" in Lesson 1
- Complete the Survey
-Read the Study Guide
- Read the article and watch the video below
-Research examples of phenomenon-based science lessons and/or topics
- Links for research: Google,Google Scholar, UAlbany Library, List of natural phenomena- Wikipedia, NGSS Phenomenon-The Wonder of Science
-Participate in discussion to reflect on what you learned in Lesson 1
Readings/Resources
Video #1: Scientific Phenomenon and Sensemaking
Article #1: Q: How Can I Make Science Fun and Have Students Learn More By Using Phenomenon-Based Learning?
Discussion Area
Discussion Topic: Provide a brief description of phenomenon-based science. What are your initial thoughts about incorporating phenomenon-based science into your classroom? Provide a brief description of a lesson and/or a phenomenon example that you found (don't forget to include the link so that your classmates can take a look at the example).
Directions for Discussion: To add your initial post, write your name in the column to the left and type your discussion into the middle column. To add your comments, read classmates' discussions and type your comment in the right hand column next to their post (don't forget to add your name at the end).
You must make ONE initial post,comment on ONE classmates' initial posts and ONE classmates' lesson/phenomenon resource.
References
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Anderson, Paul. “Scientific Phenomenon and Sensemaking.” YouTube, Bozeman Science, https://www.youtube.com/watch?v=3ps3Js-psgo.
Bobrowsky. (2018). Q: How Can I Make Science Fun and Have Students Learn More By Using Phenomenon-Based Learning?(SCIENCE 101 BACKGROUND BOOSTERS FOR ELEMENTARY TEACHERS). Science and Children, 56(2), 70–73.
Cian, Marshall, J., & Cook, M. (2019). Formatively Assessing NGSS: Three models of formative assessment for addressing NGSS domains. The Science Teacher (National Science Teachers Association), 86(6), 44–49
Deverel-Rico, C., & Heredia, S. C. (2018). THE NGSS-IFICATION OF TOO SLOW TO NOTICE: How to Turn Any Unit Into a Phenomena-Based, Student-Driven Investigation. Science Scope, 41(6), 45+. https://link.gale.com/apps/doc/A526441714/AONE?u=albanyu&sid=bookmark-AONE&xid=f1dc333e
Esref, & Cevat, E. (2021). The effect of phenomenon-based learning approach on students metacognitive awareness. Educational Research and Reviews, 16(5), 181–188. https://doi.org/10.5897/ERR2021.4139
Larson, M. B. and Lockee, B. B. (2020) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge. (our TEXT)
Merriam-Webster. (n.d.). Phenomenon. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/phenomenon
Penuel, Turner, M. L., Jacobs, J. K., Horne, K., & Sumner, T. (2019). Developing tasks to assess phenomenon‐based science learning: Challenges and lessons learned from building proximal transfer tasks. Science Education (Salem, Mass.), 103(6), 1367–1395.
Roadmap and implementation timeline. http://www.nysed.gov/curriculum-instruction/next-generation-learning-standards-and-assessment-implementation-timeline
“Scientific Phenomenon and Sensemaking.” YouTube, The MindFuel Foundation | Youth STEM Innovation, https://www.youtube.com/watch?v=OWqg2d_kK8w.
Turner. (2020). Phenomenon Templates Using Science and Engineering Practices in a Digital Inquiry-Based Classroom. ProQuest Dissertations Publishing.
Links
►MOVE TO LESSON 2: Why Should we use Phenomena to Teach Science?