When implementing the Next Generation Science Standards (NGSS) in the classroom, selecting the right NGSS phenomena is crucial for building student capacity for sensemaking. A good phenomenon serves as the driving force behind scientific investigations, prompting students to explore and make sense of the natural world. In this blog post, we will discuss three important considerations when choosing NGSS phenomena for your classroom: novelty, application of multiple dimensions, and grappling with uncertainty. This post serves as a summary of the ideas encompassed in Achieve’s Task Annotation Project for Science.
Is the phenomenon novel for my students?
One of the main goals of using phenomena is to give students opportunities to apply their scientific knowledge to make sense of the world. Whenever possible, opt for a phenomenon that is novel and unfamiliar to students. Using a familiar phenomenon can help students build knowledge and confidence, but novelty is key for extending students’ ability to make sense of the world around them. By presenting students with new NGSS phenomena, educators can help students to break the mold of understanding what they’ve learned in only one context and give them opportunities to apply their understanding to unfamiliar contexts. In this respect, novel phenomena promote more profound engagement with scientific concepts.
Will the phenomenon allow students to access multiple dimensions?
The NGSS emphasizes the integration of three dimensions: Cross-Cutting Concepts (CCCs), Science and Engineering Practices (SEPs), and Disciplinary Core Ideas (DCIs). When selecting phenomena, students can apply these dimensions concurrently. NGSS Phenomena that allow for exploring multiple CCCs, SEPs, and DCIs provide a more comprehensive and authentic learning experience. For example, a phenomenon involving climate change might require students to analyze data (SEP) while considering the relationship between cause and effect (CCC) and the principles of Earth systems (DCI). By incorporating multiple dimensions, educators can promote a holistic understanding of scientific concepts and reinforce the interconnected nature of scientific knowledge.
NGSS Phenomena allows students to grapple with uncertainty
To cultivate scientific thinking and inquiry skills, phenomena should introduce uncertainty or complexity. When students encounter clear-cut and predictable phenomena, they may focus solely on repeating and representing existing knowledge rather than engaging in sense-making and analysis. Educators can provide opportunities for scientific reasoning, critical thinking, and problem-solving by selecting phenomena that challenge students to grapple with uncertainty. Phenomena with inherent uncertainties or variables to explore can foster curiosity, encourage students to develop and test hypotheses and prompt them to analyze data critically. Engaging with uncertainty helps students develop the skills necessary for scientific investigation and prepares them to navigate real-world complexities beyond the classroom.
Effective Example of Phenomenon:
Hot air balloon: Use a model to show how heat and molecular motion explain the balloon's behavior.
This is a specific instance of something that happens in the natural world and gives students a novel example.
Students have to use a model to explain HOW or WHY the behavior or the balloon can be explained by heat and molecular motion.
Ineffective Example:
A boiling pot of water: Model how the heat changes molecular motion.
This is a general common example. If the students have studied thermodynamics or heat, they'd probably come across this example in the past.
Though there appears to be a phenomenon, this questions an phenomenon are an example of recall and representing knowledge with a hook; they aren't using the modeling SEP to explain HOW or WHY.
Choosing appropriate NGSS phenomena is fundamental to implementing NGSS in the classroom. By considering factors such as novelty, multiple dimensions, and grappling with uncertainty, educators can create rich learning experiences that promote the application of knowledge, integration of the NGSS dimensions, and meaningful sense-making. Selecting NGSS phenomena thoughtfully allows students to engage deeply with scientific concepts, develop scientific practices, and cultivate a lifelong curiosity for the natural world. As educators, let us embrace the power of phenomena to inspire and empower our students as they embark on their scientific journeys.
