By centering science education on phenomena that students are motivated to explain, the focus of learning shifts from learning about a topic to figuring out why or how something happens.In contrast, students might not understand the importance of learning science ideas that teachers and curriculum designers know are important but that are unconnected from phenomena. Students are able to identify an answer to "why do I need to learn this?" before they even know what the “this” is. Anchoring learning in explaining phenomena supports student agency for wanting to build science and engineering knowledge.Despite their centrality in science and engineering, phenomena have traditionally been a missing piece in science education, which too often has focused on teaching general knowledge that students can have difficulty applying to real world contexts.In this way, phenomena are the context for the work of both the scientist and the engineer.Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions.The goal of building knowledge in science is to develop general ideas, based on evidence, that can explain and predict phenomena.
Natural phenomena are observable events that occur in the universe and that we can use our science knowledge to explain or predict. WHAT ARE PHENOMENA IN SCIENCE AND ENGINEERING?
What's the big deal about phenomena? Using Phenomena in GSE-Designed Lessons & Units
0 kommentar(er)
