Scientific Phenomenon and Sensemaking

Paul Andersen discusses the role of scientific phenomena in education, emphasizing the importance of starting with exploration rather than explanation. He introduces the concept of storylining, where phenomena are central to learning, and explains the difference between anchoring and supporting phenomena. Andersen provides examples of effective phenomena and offers guidance on selecting and finding them, highlighting the need for phenomena to spark curiosity and align with educational standards.

What is the primary role of phenomena in scientific inquiry?

• To provide a detailed explanation of scientific concepts

• To serve as a starting point for exploration and understanding

• To summarize scientific theories

• To replace traditional teaching methods

In the context of teaching biology, what is the suggested change in the order of teaching?

• Focus solely on reading materials

• Begin with a detailed lecture and end with a video

• Start with exploration and then move to explanation

• Use worksheets before any practical exploration

What is an anchoring phenomenon in the context of storylining?

• A phenomenon that is used only once in a lesson

• A central phenomenon that drives the entire storyline

• A phenomenon that is not related to the main topic

• A phenomenon that is used to conclude a lesson

Which of the following is NOT a characteristic of a good phenomenon?

• It should be investigable by students

• It should be easily explained by the teacher

• It should spark curiosity and wonder

• It must be tied to a specific standard

Where can teachers find examples of phenomena for their lessons?

• In historical scientific journals

• In fictional science novels

• On websites like TJ McKenna's Phenomena for NGSS

• In traditional textbooks

What is the benefit of putting students in the position of a scientist?

• It encourages them to engage and investigate

• It allows them to memorize facts more efficiently

• It simplifies complex scientific concepts

• It reduces the need for teacher involvement

How can phenomena drive instruction in a classroom setting?

• By sparking student interest and guiding exploration

• By focusing solely on theoretical knowledge

• By eliminating the need for assessments

• By providing a rigid structure for lessons