Teaching and Learning Faculty Publications and Presentations
Document Type
Article
Publication Date
2024
Abstract
The utilization of phenomenon-based learning (PhBL) for science instruction remains limited despite its alignment with the goals outlined in the Next Generation Science Standards (NGSS; NGSS Lead States, 2013) due to the lack of exemplary materials and inadequate training opportunities for teachers. The aim of this article is to illustrate the steps of the PhBL method by providing an exploratory learning experience as it was implemented in a preservice setting. In this study, we provide an innovative perspective by illuminating how this kind of instruction can be used as a context to explicitly discuss the three dimensions of learning (i.e., Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts; NGSS Lead States, 2013) as well as the nature of science (NOS). Using PhBL to teach NOS is an answer to the concern of teachers who think teaching NOS would take time from their content teaching. Hopefully, this article provides a comprehensive guideline for science educators to facilitate the inclusion of PhBL in their science methods courses and use it to clarify the three dimensions of NGSS and the incorporation of NOS within these dimensions for preservice teachers.
Recommended Citation
Saberi, M., & Nouri, N. (2024). Promoting Understanding of Three Dimensions of Science Learning Plus Nature of Science Using Phenomenon-Based Learning. Innovations in Science Teacher Education, 9(1). https://innovations.theaste.org/index.php/iste/article/view/404
Publication Title
Innovations in Science Teacher Education
Supplementary File
Comments
Copyright ASTE.
Authors have a nonexclusive license to use your work without charge and without further permission, after it has been published by ASTE in the journal Innovations in Science Teacher Education (Innovations), in any book you write or edit, or on your personal website.