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). 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?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. List and explain some of the challenges of phenomenon-based science instruction. 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. Reading #2- Developing tasks to assess phenomenon‐based science learning: Challenges and lessons learned from building proximal transfer tasks Discussion Area Reading #1- The effect of phenomenon-based learning approach on students' metacognitive awareness Participate in discussion to reflect on what you learned in Lesson 2 Research examples of phenomenon-based science lessons and/or topics 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. 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. In a traditional classroom, the formative and summative assessments may be based on facts and/or procedures. Teaching and learning science through phenomenon does not come without its challenges. 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). Deverel-Rico and Heredia (2018) suggest that "PBI 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). 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). 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. 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.Ĭooperative or collaborative learning requires and encourages students to work together to create a meaningful understanding of the concepts being taught (Bobrowsky, 2018).
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