NGSS > Phenomena

Phenomena
http://www.nextgenscience.org/resources/phenomena

Phenomena (e.g., a sunburn, vision loss) are specific examples of something in the world that is happening—an event or a specific example of a general process.
Phenomena are NOT the explanations or scientific terminology behind what is happening. They are what can be experienced or documented.
September 2016
http://www.nextgenscience.org/sites/default/files/Using%20Phenomena%20in%20NGSS.pdf

Three-dimensional learning
http://www.nextgenscience.org/glossary/three-dimensional-learning

NGSS EQuIP Rubric: 3-Dimensional Learning
https://www.teachingchannel.org/videos/3-dimensional-learning-achieve

INTERACTIVE SIMULATIONS FOR SCIENCE AND MATH

Science education: Spare me the lecture
Nature 425, 234-236 (18 September 2003)
http://www.nature.com/nature/journal/v425/n6955/full/425234a.html

Evidence of this failure is provided by assessments such as the Force Concept Inventory (FCI), a multiple-choice test designed to examine students’ understanding of Newton’s laws of mechanics.
http://www.flaguide.org/tools/diagnostic/force_concept_inventory.php
https://en.wikipedia.org/wiki/Force_Concept_Inventory

Peer Instruction: Ten Years of Experience and Results.
Catherine H. Crouch and Eric Mazur.
Am. J. Phys., 69, 970-977 (2001).

ConceptTests
http://mazur.harvard.edu/education/pi.php
http://mazur.harvard.edu/education/educationmenu.php
sets of qualitative exam questions that rely on understanding a concept rather than simply using physical formulae. His methods have been adopted by physics teachers around the United States and have also been adapted for chemistry, astronomy, geology and mathematics courses.

INTERACTIVE SIMULATIONS FOR SCIENCE AND MATH
https://phet.colorado.edu/en/simulations/category/by-level/elementary-school
Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations.

R. R. Hake Am. J. Phys. 66, 64–74; 1998

some newcomers to the field are in danger of wasting their enthusiasm on experimental teaching projects that largely repeat what has gone before. “Does someone need to test peer instruction again? No, we know it works and now we’ve moved on to more sophisticated things,”

===========================

Learning Science Through Computer Games and Simulations
2011
https://www.nap.edu/catalog/13078/learning-science-through-computer-games-and-simulations

Two-factor experiments with interactions

molasses_vs_honeyTwo-factor experiments with interactions
(Taste results: 1=bad, 10=exceptional
A= baking time
B= sugar type)

When the lines are not parallel, this is evidence of interaction:
The effect of sugar type depends on the duration that it is baked for.

Definition of “interaction”:
The effect of one factor depends on the value (or the level) of another factor.

from the MOOC:
Experimentation for Improvement
McMaster University
https://www.coursera.org/course/experiments

baking_time