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Phenomena-Based Learning and 3D Science: Inspiring Curiosity and Making Sense of the World

✇EdSurge Articles
By: Steven Smithwhite
14 October 2024 at 18:55

On a bright, sunny day, a group of first-graders eagerly begins a science investigation called “Shadow Town.” The teacher gathers them in a circle and asks, “What causes shadows?” It’s a good question. The students are all familiar with shadows, have had fun with them and no doubt played shadow puppets, but that’s different from being able to explain them. Many suggestions are shouted out as students’ imaginations get fired up by the mystery of light and darkness.

The teacher takes the students outside to test their ideas. “Can I run away from my shadow?” one student wonders. Another asks, “Can I trick my shadow into disappearing?” As they experiment with shadows, predict their movements, explore how light interacts with different materials, and discuss what they see with their partners, the students learn not just about the mechanics of shadows but also about the scientific process of inquiry and investigation. Through this exploration, they begin to apply their newfound knowledge to solve a real-world problem: why the town of Rjukan, Norway, spends much of the year in shadow and how different solutions could work.

Combining phenomena-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more capable of thinking critically about the challenges they will face in the future.

“Shadow Town,” a module in the K-8 curriculum Twig Science, is an example of phenomena-based learning in action, an approach that taps into students' natural curiosity to make sense of the world around them. In this context, phenomena are simply observable events or situations. They play a crucial role in science education because they provide students with concrete, engaging examples of scientific concepts in the real world. They provide great opportunities to develop student inquiry — students see something happening, ask questions about it and conduct research to learn more about it.

In "Shadow Town," students investigate why the town of Rjukan, Norway, spends much of the year in shadow.
Image credit: Imagine Learning

Phenomena in the Context of 3D Science

Phenomena-based learning also aligns with the Next Generation Science Standards (NGSS) and other three-dimensional (3D) science standards that emphasize a comprehensive, integrated understanding of science. These standards were designed to move science education away from rote memorization and toward engaging students in practices real scientists use to explore and model the world, fostering deeper understanding of scientific concepts and developing skills like critical thinking, collaboration and communication.

The NGSS and other 3D science standards are structured around three dimensions of science learning:

  1. Science and Engineering Practices (SEPs): These involve the skills and behaviors that scientists and engineers engage in, such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, and constructing explanations.
  2. Crosscutting Concepts (CCCs): These overarching concepts bridge disciplinary boundaries, such as patterns, cause and effect, energy and matter, structure and function, and stability and change.
  3. Disciplinary Core Ideas (DCIs): These are fundamental ideas in science that students should understand, divided into four domains — physical sciences, life sciences, Earth and space sciences, and engineering, technology and applications of science.

The integration of these three dimensions helps students develop a holistic understanding of science, moving beyond memorizing isolated facts to actively engaging in scientific practices and understanding the broader concepts that connect different areas of science.

3D Learning with Twig Science

A Motivation to Engage

Phenomena-based learning and 3D science standards naturally complement each other. Phenomena-based learning provides the context and motivation for students to engage in the practices, concepts and core ideas outlined in the standards. For example, in investigating “Shadow Town,” students engage in Science and Engineering Practices by asking questions and planning investigations to understand why shadows change. They use the Crosscutting Concept of “patterns” to observe how shadows behave at different times of the day and the Disciplinary Core Idea of Earth’s movements to explain these patterns. Through this process, they’re not just learning scientific facts but experiencing science as a dynamic, integrated discipline that helps them make sense of the world.

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Multimedia resources in Twig Science bring phenomena to life that students might not otherwise have access to.
Image credit: Imagine Learning

Creating opportunities for such investigations requires thoughtful design and alignment with educational standards. In designing high-quality instructional materials and even entire curricula that support phenomena-based learning, several key areas demand attention:

  • Rich, real-world phenomena: Across grades K-8, effective curricula feature carefully chosen phenomena — such as the passing of the seasons, light reflecting in a mirror or the erosion of mountains — that are relevant, observable and meaningful to students. They’re complex enough to require students to engage deeply with the dimensions of science but accessible enough to be explored through student-led inquiry and investigation.
  • High-quality multimedia resources: Videos, interactive simulations and virtual labs bring phenomena to life that students might not otherwise have access to, providing dynamic, visual experiences that enhance understanding.
  • Engaging and clear learning materials: Learning materials should be engaging and aligned to 3D science standards. They should guide students through the inquiry process, provide opportunities for reflection and discussion, and scaffold learning to include all students in investigations.
  • An innovative assessment system: Assessment systems should help teachers evaluate student understanding of the three dimensions of the NGSS. These systems include a range of assessment strategies, from pre-exploration activities that gauge prior knowledge to formative and summative tasks, plus built-in data-reporting tools to help track student progress throughout their learning journeys.

Combining phenomena-based learning with 3D science standards helps students see science as a way to make sense of the world around them. They become more motivated to learn and more capable of thinking critically about the challenges they will face in the future. As students engage with real-world phenomena, they not only learn about science but also begin to think and act like scientists, developing a lifelong sense of wonder and inquiry that will help them deal with all kinds of challenges they will face throughout their lives, in education and beyond.

© Image Credit: Imagine Learning

Phenomena-Based Learning and 3D Science: Inspiring Curiosity and Making Sense of the World

Why Do High-Quality Instructional Materials Matter?

✇EdSurge Articles
By: Steven Smithwhite
10 July 2024 at 18:55

In U.S. schools, teachers bear a significant responsibility for shaping what and how students learn. Often, they invest significant effort in researching and developing their own instructional materials. Additionally, many teachers supplement district-mandated materials with internet-sourced content. Both of these inevitably lead to a variability in educational quality and consistency. This approach also requires considerable time, with teachers spending an average of seven hours weekly searching for and five hours creating materials.

Recognizing these challenges, many states and school districts in the United States are increasingly prioritizing the adoption of high-quality instructional materials (HQIMs) to support teachers and enhance student learning outcomes. This shift is part of a broader effort to align with practices seen in top-performing nations such as Finland, South Korea and Canada, which employ rigorous, content-rich curricula at national or provincial levels, contributing to their strong student performance.

The purpose of HQIMs is not to diminish the teacher's role but to enhance it. Research indicates that while teacher quality is critical for student achievement, the choice of instructional materials has a similarly significant impact.

HQIM might sound like a vague term or even a marketing phrase, but it is surprisingly well-defined. According to EdReports, a leading curriculum reviewer, HQIMs share several key characteristics: standards alignment, evidence-based pedagogical approaches, a commitment to equity and inclusion, and comprehensive teacher support, including both initial training and ongoing professional development.

Pivotal Role

U.S. studies reinforce the idea that our students would benefit from greater access to HQIMs. Research indicates that the choice of ELA, math and science programs have marked effects on assessment scores, with other studies suggesting that the most dramatic impact of HQIM occurs when they’re placed in the hands of less experienced teachers. Many U.S. districts have implemented HQIMs successfully, reporting improvements in student performance; Louisiana and Tennessee have made significant strides in HQIM adoption, achieving near-universal access to high-quality curricula in math and ELA.

Recognizing the importance of curriculum in student success, the demand for HQIMs has increased, leading states and districts to prioritize these tools. Imagine Learning has developed a portfolio of core curricula, including Imagine Learning EL Education, Imagine IM, Twig Science and Traverse, which aim to exemplify the principles of HQIMs. These programs focus on enhancing the teacher and student experience through inquiry-based learning, hands-on activities, digital investigations, and real-world connections.

Examples of high-quality multimedia to engage students in Imagine Classroom curricula.

Guiding Principles

Through collaboration with various states and districts and rigorous evaluation by independent assessors, Imagine Learning has developed an approach to HQIMs based on six guiding principles:

  • Standards alignment: Meticulously crafted curricula aligned with state and national standards
  • Best-practice pedagogy: Research-backed teaching methods and strategies to promote student engagement and understanding
  • Equity and inclusion: Diverse perspectives and resources to meet the needs of all learners
  • Teacher and student experience: Intuitive and easy-to-implement curricula, facilitating enriching learning experiences
  • Measuring student learning: Comprehensive tools to track growth and personalize instruction to individual needs
  • Professional learning: Ongoing support and training opportunities to help teachers refine their skills and practices

Certainly, saving teachers time is a big part of the appeal of HQIMs. As one social studies teacher said of Traverse, “It’s so valuable because of the sources that have been selected. Most of them are really great quality and have already been pared down. I think that’s incredibly important, not just for engaging students but also for saving teachers time. It takes a ton of time for teachers to find sources.”

The Imagine Classroom portfolio of core curricula empowers educators and students with HQIMs.

Professional Learning

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The final principle — professional learning — is crucial. Providing high-quality resources is not enough; teachers also need support in using them effectively. To maximize the impact of HQIMs, it is essential to combine these materials with in-program teacher support, implementation guidance and ongoing professional learning. Schools benefit from comprehensive professional learning offerings that build on the pedagogical principles of the core products, incorporating authentic demonstrations, meaningful collaboration, and structured planning. For example, following the implementation of Imagine IM in one Colorado school, the principal noted, “We did that first training the very first year [with Imagine Learning], and our teachers wanted more and more. And every time we give them a little bit more, they continue to grow and add to what they received in previous professional developments.”

Equally important is how HQIMs can help create equitable and inclusive learning environments where all students can access rigorous, standards-aligned content. This consistency is crucial in mitigating the "educational lottery," where student success often depends on their learning environment. High-quality, standardized, yet differentiated content ensures every student receives grade-appropriate assignments and high expectations, fostering academic growth and closing achievement gaps. Diverse perspectives within curricula can also promote inclusivity, enrich classroom discussions and broaden understanding of different cultures and viewpoints. Following the implementation of Imagine Learning EL Education at his school, a school counselor reported to us, “Students feel like, ‘Yo, I can learn from this because that person looks like me or that person acts like me.’ It's amazing for them. They feel included and like they are part of the story, which influences their love of reading and storytelling, and desire to learn more.”

Enhancing the Teacher’s Role

The purpose of HQIMs is not to diminish the teacher's role but to enhance it. Research indicates that while teacher quality is critical for student achievement, the choice of instructional materials has a similarly significant impact. Adopting HQIMs is a cost-effective strategy for improving educational outcomes compared to other reforms, such as class-size reduction. HQIMs provide a robust framework to support teachers in delivering effective and engaging lessons. These materials free teachers from developing content from scratch, allowing them to focus on pedagogy and personalized student support. By ensuring all students receive consistent, high-quality content, HQIMs empower teachers to maximize their impact. As states and districts continue to embrace high-quality instructional materials, we expect to see more students reaching their full potential and more teachers empowered to excel.

© Image Credit: Ground Picture / Shutterstock

Why Do High-Quality Instructional Materials Matter?
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