Using Local Phenomena to Support Student Learning

Abstract

Research on science teaching and learning supports instructional sequences that are driven by phenomena, provide student agency, and are made relevant to students. The use of locally based, phenomenon-driven instruction that creates opportunities for students to engage in coherent investigations can provide opportunities to realize a vision of science for all students. The purpose of this article is to share a local, phenomenon-based instructional sequence that supported all students in connecting to their place, drawing from their experiences, and pursuing their curiosities to make sense of an intriguing event while learning about science ideas. By using local examples, our students were able to quickly connect to the material and focus on the concepts rather than trying to make sense of the landscape. They were able to use the local phenomenon as an anchor for understanding these abstract physical science concepts in meaningful ways.

Keywords:

• Locally relevant
• Phenomenon
• Instruction
• NGSS

Supplemental materials

Appendices A through G.

Table 1: Connections between student questions, science dimensions, and investigations.

Supplemental data for this article can be accessed at  https://doi.org/10.1080/08872376.2024.2363117

Online resources

Weather Underground, historical weather—https://www.wunderground.com/history

USDA Forest Service—https://data.fs.usda.gov/geodata/

Additional information

Notes on contributors

Martha Inouye

Martha Inouye ([email protected]) is a research scientist and Clare I. Gunshenan is an Outreach Science Educator, both in the Science and Mathematics Teaching Center at the University of Wyoming in Laramie. Amanda Lopez is a teacher at Indian Paintbrush Elementary School in Laramie, Wyoming.