Biology phenomena6/12/2023 ![]() ![]() ![]() Scientists use mechanisms to explain, predict, and control natural phenomena ( Craver and Darden, 2013). Mechanisms are central to understanding and describing how phenomena are generated. These findings suggest that an initial description of a phenomenon should hint at a mechanism even if the mechanism would be learned only later. Our results suggest that nonmechanistic conceptions of a phenomenon may create a barrier to learning the underlying mechanism. We found that ninth- and 12th-grade students with nonmechanistic conceptions are less successful at learning the mechanisms leading from gene to trait than students with mechanistic conceptions. In this study, we investigated how ninth- and 12th-grade students’ conceptions of genetic phenomena affect their ability to learn the underlying mechanisms. ![]() We termed these “nonmechanistic” conceptions of genetic phenomena because they do not allow the space required for a mechanism to exist in the learner’s mind. It has been shown that students sometimes conceive of genes as traits or as trait-bearing particles. These mechanisms are difficult to teach and learn. “ Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.Understanding genetic mechanisms affords the ability to provide causal explanations for genetic phenomena. “ Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.” Cycling of Matter in the Earth’s Interior.“ Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.” Man-made Earthquakes: Fact or Fiction? (video).Induced seismicity(video human-caused earthquakes): fracking, drilling, mining, etc.“ Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.” “ Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.” “ Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.” HS-ESS1-6: Earth’s Place in the Universe.“ Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.” HS-ESS1-5: Earth’s Place in the Universe.Protecting the Earth from Killer Asteroids.“ Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.” HS-ESS1-4: Earth’s Place in the Universe.“ Communicate scientific ideas about the way stars, over their life cycle, produce elements.” HS-ESS1-3: Earth’s Place in the Universe.“ Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.” HS-ESS1-2: Earth’s Place in the Universe.Solar Flares, Sunspots, and the Solar Cycle.“ Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.” HS-ESS1-1: Earth’s Place in the Universe (Space Systems).They incorporate phenomena to engage students and help teach climate change concepts. Click here for new BAESI lessons plans that link Earth science with life science and physical science. We encourage you to think of ways to integrate environmental education and Earth science with the other sciences and content areas. Please note that the phenomena and lesson plans can often be used to meet multiple standards. They link to lesson plans, videos, captivating images, activities, and other resources designed to help you meet the DCI and the other components of the 3 Dimensions of the NGSS: Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCs). For example, beginning a lesson with one is an effective Engage strategy when using the evidence-based 5E Instructional Model.Įach phenomenon listed below is aligned to a NGSS Disciplinary Core Idea (DCI) and Performance Expectation (PE: what students are expected to be able to do) by grade level. Engaging ones stimulate curiosity and drive scientific inquiry. Using Phenomena to Drive K-12 Science Inquiry
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