GSA Connects 2021 in Portland, Oregon

Paper No. 3-3
Presentation Time: 8:35 AM


CATES, Sharon, 5926 North Tapestry Way, Boise, ID 83713 and SMITH, Joshua, Institute for Scientific Literacy, Phenomenon, 14 Commercial Boulevard, Suite 119, Novato, CA 94949

Science topics covered by Framework-inspired Earth and Space Science standards (i.e., topics covered by the Earth and Space Science portion of the Next Generation Science Standards (NGSS) and derivative state-specific standards) provide a rich candidate base of investigative phenomena and associated anchors, making the K-12 geosciences particularly well suited to the use of phenomena in classroom instruction and assessment. Properly employed, phenomena can focus immersive classroom experiences that illustrate fundamental science concepts, particularly those addressed by three-dimensional standards. When they are relevant to the experiences of both teachers and students, phenomena can facilitate students engaging in the science topic under study through a process of Discovering, Investigating, and Generating knowledge (the DIG model). The model’s Discovery phase secures students’ engagement with the phenomenon through research and description, a process which sparks questions. The questions are answered through Investigation, where students apply practices and crosscutting concepts to develop evidence and support their explorations and conceptualizations of the specific core idea science underpinning the phenomenon. Finally, students use explanation and argument to Generate and communicate this core idea knowledge of the topic, reflecting on new understandings and then applying them to novel scenarios. This model allows mapping of three-dimensional activity sets to popular learning cycles (e.g., 5E) as well as easy analysis of activity sets to ensure they are dimensionally aligned and phenomenon focused. Basing the learning model around what students do to learn core science ideas facilitates rigorous Framework and NGSS based science education. The DIG model is a student-centered learning cycle based on three-dimensional learning and is rooted in the vision outlined in A Framework for K-12 Science Education.