our approach
Shifting from Learning About Science to Doing Science
Reform efforts and national science standards (NGSS) call for students to make sense of science concepts by “doing science” and engaging in science practices. Learn more here.
Learning About Science
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Science as knowledge
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Memorizing knowledge
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Lecture
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Individual
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Confirmatory
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Teacher-driven
Doing Science
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Science as practice
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Constructing knowledge
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Discussion
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Collaborative
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Investigative
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Student-driven
Phenomena-Based Learning & Storylines
In this approach, students explain a real-world phenomenon through a sequence of lessons (e.g. Why do we use baking soda in recipes and how does it work?). They "make sense" of the phenomena over time by engaging in science practices and "figuring out" different pieces of the puzzle over time.
Learn more:
Traditional Curriculum
Ex: "We're learning about chemical reactions. We are using baking soda to do this."
Phenomena-Based Learning
Ex: "We're exploring why we use baking soda in recipes and how it works" (and through this, we learn about chemical reactions).
Investigations & Inquiry-Based Learning
A key part of phenomena-based learning is investigations and inquiry. In this approach, students engage in labs and activities that reflect authentic scientific practices. Labs are used to explore and investigate concepts rather than confirm them. Students experience the inherent complexity and uncertainty in science.
Direct Instruction
Ex: Students directly read or are told what reacts with baking soda. They make pancakes with baking soda to review what they learned.
Phenomena-Based Learning
Ex: Students mix baking soda with different substances and try to make sense of their results to understand what is occurring and why.
