On a bright, sunny day, a group of first graders enthusiastically begin a scientific investigation called “City of Shadows.” The teacher gathers them in a circle and asks, “What causes the shadows?” It's a good question. All of the students are familiar with shadows, have had fun with them, and have certainly played shadow puppets, but that is different from being able to explain them. Many suggestions are shouted as the students' imaginations are ignited by the mystery of light and darkness.
The teacher takes the students outside to test their ideas. “Can I run away from my shadow?” one student asks. Another asks, “Can I trick my shadow into disappearing?” As they experiment with shadows, predict their movements, explore how light interacts with different materials, and discuss what they see with their peers, students learn not only about the mechanics of shadows but also about the scientific process of inquiry and investigation. Through this exploration, they begin to apply their new knowledge to solve a real-world problem: why the city of Rjukan, Norway, spends much of the year in the shadows and how different solutions might work.
“Shadow Town,” a module of the K-8 curriculum twig scienceis an example of phenomenon-based learning in action, an approach that taps into students' natural curiosity to make sense of the world around them. In this context, phenomena are simply observable events or situations. They play a crucial role in science education because they provide students with concrete, engaging examples of scientific concepts in the real world. They provide great opportunities to develop student inquiry: students see something happen, ask questions about it, and conduct research to learn more about it.
Phenomena in the context of 3D science
Phenomenon-based learning also aligns with Next Generation Science Standards (NGSS) and others three-dimensional (3D) scientific standards that emphasize a comprehensive and integrated understanding of science. These standards were designed to move science education away from rote memorization and toward engaging students in practices that real scientists use to explore and model the world, fostering a deeper understanding of scientific concepts and developing skills such as thinking. critical, collaboration and communication.
The NGSS and other 3D science standards are structured around three dimensions of science learning:
- Science and Engineering Internships (SEP): These involve the skills and behaviors that scientists and engineers adopt, such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, and developing explanations.
- Transversal Concepts (CCC): These general concepts bridge disciplinary boundaries, such as patterns, cause and effect, energy and matter, structure and function, and stability and change.
- Disciplinary Core Ideas (DCI): These are fundamental ideas in science that students must understand, divided into four domains: physical sciences, life sciences, Earth and space sciences, and engineering, technology, and applications of science.
The integration of these three dimensions helps students develop a holistic understanding of science, going beyond memorizing isolated facts to actively engage in scientific practices and understand the broader concepts that connect different areas of science.
A motivation to participate
Phenomenon-based learning and 3D science standards naturally complement each other. Phenomenon-based learning provides the context and motivation for students to engage in the core practices, concepts, and ideas described in the standards. For example, by investigating “City of Shadows,” students engage in science and engineering practices by asking questions and planning investigations to understand why shadows change. They use the Transverse Concept of “patterns” to observe how shadows behave at different times of the day and the Disciplinary Central Idea of the Earth's movements to explain these patterns. Through this process, they not only learn scientific facts but experience science as a dynamic, integrated discipline that helps them make sense of the world.
Creating opportunities for this type of research requires careful design and alignment with educational standards. When designing high-quality instructional materials and even entire curricula that support phenomenon-based learning, several key areas demand attention:
- Rich real world phenomena: In grades K-8, effective curricula present carefully selected phenomena (such as the passage of seasons, light reflected in a mirror, or mountain erosion) that are relevant, observable, and meaningful to students. They are complex enough to require students to engage deeply with dimensions of science, but accessible enough to be explored through student-led investigations.
- High-quality multimedia resources: Videos, interactive simulations, and virtual labs bring to life phenomena that students would not otherwise have access to, providing dynamic visual experiences that enhance understanding.
- Attractive and clear learning materials: Learning materials should be engaging and aligned with 3D science standards. They should guide students through the inquiry process, provide opportunities for reflection and discussion, and support learning to include all students in investigations.
- An innovative evaluation system: Assessment systems should help teachers assess students' understanding of the three dimensions of the NGSS. These systems include a variety of assessment strategies, from pre-scanning activities that measure prior knowledge to formative and summative tasks, plus integrated data reporting tools to help track student progress throughout. throughout their learning journeys.
Combining phenomenon-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more able to think 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, developing a sense of wonder and inquiry that will help them navigate all kinds of challenges they will face along the way. of their lives. in education and beyond.