Capstone Project Title
Jennifer L. Carlson and Julia Reimer
The history of science education has seen dramatic changes since its formal introduction to school curriculum in the last half of the 1800s. Science has moved from a passive learning experience to much more active and student-driven pedagogy. In 2014, the Next Generation Science Standards (NGSS) were introduced and states have been adopting these since then. As a way to meet the demands of the NGSS, inquiry-based science lessons have been created. One branch of inquiry-based learning is using phenomena as a way to introduce new content and having students use prior knowledge and models to explain the science behind the phenomena. Research shows creating lessons that allow students to evaluate and explain phenomena using their own words and the teacher following up with accurate explanations and terminology leads to a stronger understanding and better thinking skills. This capstone project uses a year-long curriculum rooted in phenomena-based lessons to help answer the research question: How does embedding phenomena-based learning practices into middle school science curriculum help students become critical thinkers and develop a deeper understanding of the scientific content.
Curriculum, Science, Teachers/ Teaching
Kubat, Allison, "Embedding Phenomena-Based Learning Practices Into a Middle School Science Curriculum" (2020). School of Education Student Capstone Projects. 602.
School of Education Student Capstone Projects