The essential questions focus student attention to the key parts of the phenomenon that they should be able to explain by the end of instruction. These can be posed by the teacher or generated by the students. Able to be explained by scientific concepts through the use of Science and Engineering PracticesĮssential questions are the key questions that your students should be able to answer about the phenomenon by the end of the lesson or unit.Related to the Performance Expectation(s) towards which your lesson or unit is helping your students build understanding.Relevant and meaningful for your student population (Will it spark your students’ interest and motivate them to ask questions and learn about the science content?).A natural phenomenon upon which to base instruction should encompass the four following criteria (Roseman et al., 2015): The NGSS define phenomena as “observable events that students can use the three dimensions to explain or make sense of” (NGSS Lead States, 2013). 7)Īn important goal of three-dimensional science teaching is for students to be able to use scientific concepts to explain, understand, and design solutions related to phenomena in the natural world around them (NRC, 2012). In these contexts, learning science is important for everyone, even those who eventually choose careers in fields other than science or engineering.” (NRC, 2012, p. In addition, understanding science and the extraordinary insights it has produced can be meaningful and relevant on a personal level, opening new worlds to explore and offering lifelong opportunities for enriching people’s lives. Indeed, some knowledge of science and engineering is required to engage with the major public policy issues of today as well as to make informed everyday decisions, such as selecting among alternative medical treatments or determining how to invest public funds for water supply options. ![]() ![]() “Science, engineering, and the technologies they influence permeate every aspect of modern life.
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