![]() ![]() (2020) Streamlined ID: A Practical Guide to Instructional Design. ![]() Educational Research and Reviews, 16(5), 181–188. The effect of phenomenon-based learning approach on students metacognitive awareness. THE NGSS-IFICATION OF TOO SLOW TO NOTICE: How to Turn Any Unit Into a Phenomena-Based, Student-Driven Investigation. The Science Teacher (National Science Teachers Association), 86(6), 44–49ĭeverel-Rico, C., & Heredia, S. Formatively Assessing NGSS: Three models of formative assessment for addressing NGSS domains. Q: How Can I Make Science Fun and Have Students Learn More By Using Phenomenon-Based Learning?(SCIENCE 101 BACKGROUND BOOSTERS FOR ELEMENTARY TEACHERS). ![]() “Scientific Phenomenon and Sensemaking.” YouTube, Bozeman Science. Top 20 principles from psychology for preK–12 teaching and learning. ![]() TEMPLATE: Teaching Science using Phenomena Mini-Course - TEMPLATE ReferencesĪmerican Psychological Association, Coalition for Psychology in Schools and Education. What is the phenomenon you chose? How does it relate to your curriculum? How do you intend to use it to guide student learning?įill out the 5E lesson plan template for your proposed lesson. Provide a brief description of the Science that you teach & your student population and answer the following questions: LESSON 4 DISCUSSION LINK Create a Phenomenon-Based Science Lessonĭevelop a lesson using a phenomenon that you could incorporate into your science classroom. You must make ONE initial post and you must comment on at least TWO classmates' posts. 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). 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?ĭirections for Discussion: To add your initial post, write your name in the column to the left and type your discussion into the middle column. Paragraph 2- Reflect on your learnings in the mini-course. What are your thoughts? Would you have changed any aspects of the lesson? Paragraph 1- Briefly describe the video that you watched of the Elementary Phenomenon lesson. You will need a minimum of 2 paragraphs for this discussion post: Reading #2: Phenomenon Templates Using Science and Engineering Practices in a Digital Inquiry-Based Classroom Discussion Area Reading #1: THE NGSS-IFICATION OF TOO SLOW TO NOTICE: How to Turn Any Unit Into a Phenomena-Based, Student-Driven Investigation Video #1: In the Classroom: Elementary | Iowa Science Phenomena Complete your final project: Create a lesson incorporating phenomenon, using a 5E template. Participate in discussion to reflect on what you learned in Lesson 4 Research examples of phenomenon-based science lessons and/or topics Watch an example phenomenon-based science lesson The thesis by Turner (2020) describes digital tools and strategies that can be used to promote phenomenon-based learning in the digital classroom. Phenomenon-based learning can be used in a digital environment, as well. In modern classrooms, the benefits of using digital learning tools are undeniable. 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. Many of the lessons you are already teaching in your science classroom can be modified to be phenomenon-based instruction. 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. ![]()
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