Lesson 4: How to implement Phenomenon-Based Science into your Classroom
Portfolio Page | Teaching Science using Phenomena Mini-Course | ETAP 623 Spring 2022 (Byrne)
Driving Question:
How can I implement Phenomenon-Based Science into my Classroom?
Objective:
In Lesson 4 you will reflect on your learnings in the mini-course, stating how it has improved your understanding of teaching and learning science using phenomena, and develop a lesson plan that uses phenomenon-based teaching and learning to engage students in their specific science subject.
"Study Guide"
INTRODUCTION:
Many of the lessons you are already teaching in your science classroom can be modified to be phenomenon-based instruction. The article by Deverel-Rico and Heredia (2018) will help you to develop a "roadmap" to design a phenomenon-based science investigation for your students.
In modern classrooms, the benefits of using digital learning tools are undeniable. Phenomenon-based learning can be used in a digital environment, as well. The thesis by Turner (2020) describes digital tools and strategies that can be used to promote phenomenon-based learning in the digital classroom.
"To Do" in Lesson 4
-Read the Study Guide
- Read the article and the thesis below
- Watch an example phenomenon-based science lesson
- Research examples of phenomenon-based science lessons and/or topics
- Participate in discussion to reflect on what you learned in Lesson 4
- Complete your final project: Create a lesson incorporating phenomenon, using a 5E template.
Readings/Resources
Video #1: In the Classroom: Elementary | Iowa Science Phenomena
Reading #2: Phenomenon Templates Using Science and Engineering Practices in a Digital Inquiry-Based Classroom
Discussion Area
Discussion Topic:
You will need a minimum of 2 paragraphs for this discussion post:
Paragraph 1- Briefly describe the video that you watched of the Elementary Phenomenon lesson. What are your thoughts? Would you have changed any aspects of the lesson?
Paragraph 2- Reflect on your learnings in the mini-course. How it has improved your understanding of teaching and learning science using phenomena? What successes and/or struggles did you face through the course and through creating your lesson?
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 and you must comment on at least TWO classmates' posts.
Create a Phenomenon-Based Science Lesson
Directions:
Develop a lesson using a phenomenon that you could incorporate into your science classroom. Make a COPY of the template below. Provide a brief description of the Science that you teach & your student population and answer the following questions:
What is the phenomenon you chose? How does it relate to your curriculum? How do you intend to use it to guide student learning?
Fill out the 5E [Engage, Explore, Explain, Elaborate, Evaluate] lesson plan template for your proposed lesson.
TEMPLATE: Teaching Science using Phenomena Mini-Course - TEMPLATE
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.