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Professional Learning Units and Courses Phenomena
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From the Editor's Desk
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Activating Learning with Phenomena
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Phenomena in Our Science Classrooms
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Phenomena-driven Science Instruction
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Editor's Note
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Exploring Phenomena That Connect Science, Self, and Society
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Using Local Phenomena to Support Student Learning
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Research on science teaching and learning supports instructional sequences that are driven by phenomenon, provide student-agency, and are made relevant to students. The use of locally-based, phenomenon-driven…
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Phenomena Interest Comes Naturally to Young Children
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A child’s world is one filled with observable daily events or facts referred to as phenomenon that exist or happen, especially those that invoke a cause or explanation in question. From the earliest ages, young children…
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Communicating With Data Around Phenomena (Data Literacy 101)
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Helping our students make sense of data while they are working with phenomenon can be an excellent way for students to build critical 21st-century data skills in engaging and authentic ways. Here I outline an…
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Making Everyday Phenomena Phenomenal
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Using Summary Tables to Support Students’ Explanations of Science Phenomena
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Helping Students Use Crosscutting Concepts to Guide Sensemaking of Anchoring Phenomena
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Crosscutting concepts (CCCs) are designed to help students make sense of phenomena across multiple scientific disciplines (National Research Council 2012). Since they are applicable to explaining so many different…
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Patterns are Everywhere: Exploring the schoolyard to facilitate thinking about science phenomena
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After realizing the difficulty educators face with integrating the crosscutting concepts (CCCs) from the Next Generation Science Standards into their lessons and noticing missed opportunities for caregivers to engage…
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Q: How can I address science misconceptions using phenomena-driven instruction?
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Q: How can I address science misconceptions using phenomena-driven instruction?
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