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ERIC Number: EJ1222365
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9266
Engaging Students in Constructing Scientific Explanations in Biology Classrooms: A Lesson-Design Model
Nawani, Jigna; von Kotzebue, Lena; Spangler, Michael; Neuhaus, Birgit J.
Journal of Biological Education, v53 n4 p378-389 2019
Constructing scientific explanations of natural phenomena is an important aim of science education. Explanation oriented science teaching approaches encourage learners to engage in sense-making discussions and construct the causal accounts of the phenomena under study. This article demonstrates a lesson-design model that guides biology teachers on how to integrate explanation oriented teaching in their everyday practice. The proposed model includes six phases: (1) presenting a hooking activity; (2) formulating a how-why type focus question; (3) constructing the initial causal story; (4) using authentic data, scientific facts, principles, and disciplinary core ideas to revise-refine the causal story; (5) discussing-rewriting the refined causal story; (6) applying the causal-mechanistic knowledge in a new context or problem scenario. An eleventh-grade lesson on the topic 'protein biosynthesis in cells' serves an example about how this model can be operationalized to design and implement explanation oriented biology lessons.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany