Why Should we use Phenomena to Teach Science?
Portfolio Page | Teaching Science using Phenomena Mini-Course | ETAP 623 Spring 2022 (Byrne)
Driving Question:
Why should we use phenomena to teach science?
Objective:
In Lesson 2 you will research the benefits, challenges, and examples of phenomenon-based science and collaborate with peers through discussion about the benefits and challenges of teaching using phenomena.
"Study Guide"
INTRODUCTION:
Cooperative or collaborative learning requires and encourages students to work together to create a meaningful understanding of the concepts being taught (Bobrowsky, 2018). When teaching using a phenomenon, it is beneficial to allow students to observe the phenomenon and then work collaboratively with a partner or a small group to investigate why and how the phenomenon occurs.
Some of the benefits of teaching and learning science through phenomenon-based learning include student engagement, collaboration, reduced feelings of isolation, and a less competitive classroom environment (Bobrowsky, 2018). Deverel-Rico and Heredia (2018) suggest that "PBI [Phenomena-based science instruction] creates a classroom culture that is more accessible to all learners and levels the playing field for students by bringing phenomena into the classroom for exploration" (p.46). A study conducted by Esref and Cevat (2021) found that " learning activities carried out in accordance with the phenomenon-based learning approach was more effective in increasing students' metacognitive awareness levels than teaching based on traditional method" (p.187).
Teaching and learning science through phenomenon does not come without its challenges. In a traditional classroom, the formative and summative assessments may be based on facts and/or procedures. Next Generation Science Standards, which place more of an emphasis on learning science through phenomena, suggest that teachers assess science proficiency through students' use of science and engineering practices and students' ability to apply understanding of crosscutting concepts to explain phenomena (Penuel, et. al., 2019). This shift from the traditional way of assessing student learning can be challenging to teachers as it requires extra time and creativity and a shift in the way of thinking.
"To Do" in Lesson 2
- Read the Study Guide
- Read the two articles below
- Research examples of phenomenon-based science lessons and/or topics
- Participate in discussion to reflect on what you learned in Lesson 2
Readings/Resources
Reading #1-The effect of phenomenon-based learning approach on students' metacognitive awareness
Discussion Area
Discussion Topic:
What are Next Generation Science Standards and how do they relate to/incorporate phenomenon-based science instruction? List and explain some of the benefits of phenomenon-based science instruction. List and explain some of the challenges of phenomenon-based science instruction. Thinking about incorporating phenomenon-based science instruction into your classroom, what is one way you could assess student learning in a phenomenon-based science 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.
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 3: What phenomena can I use in my classroom?