Phenomenon and Problem-Driven Learning

Smithsonian Science for the Classroom modules follow a carefully designed “storyline” that builds toward figuring out and explaining a phenomenon or solving a problem. To ensure coherence from a students’ perspective, our modules are designed for students to develop ideas over time as they make sense of phenomena and solve problems—through engagement in increasingly sophisticated practices—that are motivated by their questions and curiosity (Resiser, Novak, McGill, & Penuel, 2021).

To design coherent phenomenon and problem-driven storylines we begin by establishing module objectives based on elements in the PE bundle. Then we generate ideas for a performance assessment that could provide enough evidence for students to achieve these objectives. In Smithsonian Science for the Classroom modules, this culminating performance assessment is a science challenge (for our science strand modules) or a design challenge (for our engineering strand modules). We then identify a series of phenomena and problems that will engage students. Through the process of explaining and solving these phenomena and problems, students are prepared to succeed in the performance assessment.

To figure out why stationary cars move different distances when struck by moving ones, students develop models of the phenomenon to test their ideas.

Each module includes multiple phenomena and problems. Some phenomena and problems may be familiar to students, such as a road being sprayed with salt in the winter. Others may be less familiar, such as a piece of African silver jewelry made using wax. Whether familiar or unfamiliar, all phenomena and problems allow students to draw on their prior knowledge and experiences to come up with an initial explanation or solution. Students do a series of activities to  collect evidence, and build on their initial ideas through an iterative process of critique and revision (Odden & Russ, 2019). Critiquing may be done individually or in a group using the practice of argumentation.

References:

Odden, Tor Ole B., and Rosemary S. Russ. "Defining sensemaking: Bringing clarity to a fragmented theoretical construct." Science Education 103, no. 1 (2019): 187-205.

Reiser, Brian J., Michael Novak, Tara AW McGill, and William R. Penuel. "Storyline units: An instructional model to support coherence from the students’ perspective." Journal of Science Teacher Education 32, no. 7 (2021): 805-829.