3D Science Research Based Science Education Ricky Scott K-12 Science Education Specialist Utah State Office of Education

Let’s Talk Density How I used to teach it: I showed a demonstration I explain what’s happening I explain why it’s SOOO important I give the mathematic equation Students practice the equation/draw diagrams I quizzed students on equation, diagrams How many students generally got it? How many students generally cared? vs. D=M/V

Let’s Talk Density Take 2 minutes to talk with others about these questions: What do students learn from this kind of teaching? How close is the student experience to that of actual scientific exploration? How can we improve the scientific experience of students in our science classes? Share your answers

Let’s Talk Phenomena What are phenomena? phe·nom·e·na (plur.) phe·nom·e·non (sing.) noun a fact or situation that is observed to exist or happen, especially one whose cause or explanation is in question.

Let’s Talk Phenomena What are some examples of scientific phenomena?

What is 3D Science? 3D Science is student-centered teaching made up of three parts that are intertwined in the instruction Practices Content Crosscutting Concepts

What is 3D Science? 3D Science is when students are an active part in discovering science content, practices, and crosscutting concepts Our science classes must be about discovering phenomena and not covering content. (Discovery means “the act of finding something” Covering means “to conceal or hide”) Focusing on Scientific Phenomena is the KEY! The following slide is a example…

Focusing on Phenomena What was my role in the activity? What did I do? What was the students’ role? What did you do? How many questions did you come up with? What ideas did you have on how to test your questions? What mental models did you make to better understand/describe your explanations? Were you engaged?

Alcohol and Ice Cubes Procedures Fill a clear cup with isopropyl alcohol (about half full) and put in four ice cubes. make observations and detailed drawings (with labeled parts) of the system and changes to the system over time (15 minutes). Formulate questions and construct an explanation for the behavior of the system. Develop evidence that supports your explanation of the phenomena. Individual Performance Task Before experimentation: Make a guess of what will happen in the system During experimentation: Write observations, drawings, models, questions, etc. After experimentation: Write an explanation for the behavior of the system and changes

Alcohol and Ice Cubes Group Discussion How was “the old way” different from 3D Science? How can we move away from the vocabulary and move more toward student understanding of content (density as a definition and math equation vs. understanding and describing the particulate nature of matter, etc) Each of us can use the principals of 3D science in our classes tomorrow! Help make your students a bigger part of the classroom discovery!

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