Constructing Explanations & Designing Solutions
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Constructing Explanations & Designing Solutions |
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BUILDING
AWARENESS
Framework
Rationale
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Science
The goal of science is the construction of theories that can provide explanatory accounts of features of the world. A theory becomes accepted when it has been shown to be superior to other explanations in the breadth of phenomena it accounts for and in its explanatory coherence and parsimony. Scientific explanations are explicit applications of theory to a specific situation or phenomenon, perhaps with the intermediary of a theory-based model for the system under study. The goal for students is to construct logically coherent explanations of phenomena that incorporate their current understanding of science, or a model that represents it, and are consistent with the available evidence. Engineering
Engineering design, a systematic process for solving engineering problems, is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technological feasibility, cost, safety, esthetics, and compliance with legal requirements. There is usually no single best solution but rather a range of solutions. Which one is the optimal choice depends on the criteria used for making evaluations. See A Framework for K-12 Science Education, 2011, p. 67 for the entire text. |
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BUILDING
AWARENESS
QUESTIONS
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1. From the background information, what new awareness do you have about constructing
explanations & designing solutions?
2. How does this practice support asking questions?
4. In a 3 Dimensional classroom, who do you think needs to be constructing explanations
& designing solutions? 5. What questions did the background raise for you? 6. Unpack this Practice by identifying the verbs and nouns in the description. Is your list similar to this? |
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EXPOSING BELIEFS |
Constructing Explanations & Designing Solutions podcast Webinar on Constructing Explanations |
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EXPOSING
BELIEF
QUESTIONS
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1. What are your current beliefs about the constructing explanations practice?
2. What beliefs do you have from prior knowledge, education or professional development
regarding this practice?
3. How well do you feel you meet the expectations of this practice as a teacher? |
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CONFRONTING
BELIEFS
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Conceptual Change Activities: Constructing Explanations Activity #1: Rope Tube
Constructing Explanations Activity #2: Balloons & Skewers Designing Solutions Activity #1: Rope Tube |
Developing Conceptual Understand of the Constructing Explanations Activities Background
The purpose of the following activities is to engage teachers in the practice of constructing explanations. The emphasis is NOT on the activity itself, but rather the conceptual change related to the practice. Consumers of this Toolkit are reminded to not get wrapped up in the activity, but rather continually reflect on the conceptual nature of the Practice to gain deeper understanding. Three activities have been provided to engage in each Practice.
Since the following activities are NOT lesson plans, in some cases only a brief explanation of the activity has been provided. The facilitator should encourage learners to direct their own investigations and intervene only as needed to redirect.
To be completed AFTER the Designing Solutions activity: Rope Tube
General Objective: To provide an opportunity for students to construct explanations in science based on observing a phenomenon and asking questions.
The facilitator does the following:
At this point, do NOT expect all students to have the same answer, but needs to be based on their designed solution.
Debrief the activity focusing on the conceptual understanding of the practice using the following prompts:
REINTERPRETING BELIEFS
INTEGRATION OF THE CONCEPT
3. What is the relationship between this Practice and others?
INVENTION
Links to possible solutions to the Rope Tube. In addition to the solution shown here, the ropes can also be connected with a
washer, paper clip or knots.
Constructing Explanations Activity #2: Balloons & Skewers
To be completed AFTER the Asking Questions Activity: Balloons & Skewers
Watch the Balloons & Skewers podcast
General Objective: To provide an opportunity for students to construct explanations in science based on observing a phenomenon and asking questions.
The facilitator does the following:
Debrief the activity focusing on the conceptual understanding of the practice using the following prompts:
REINTERPRETING BELIEFS
INTEGRATION OF THE CONCEPT
3. What is the relationship between this Practice and others?
INVENTION
Many sources demonstrate this phenomenon in different ways. Some suggest use knitting
needles; oil or water on the needle/skewer; twisting the skewer in a particular fashion.
Students should discover these techniques on their own rather than being told.
Developing Conceptual Understand of the Designing Solutions Activities Background
The purpose of the following activities is to engage teachers in the Practice of Designing Solutions. The emphasis is NOT on the activity itself, but rather the conceptual change related to the practice. Consumers of this Toolkit are reminded to not get wrapped up in the activity, but rather continually reflect on the conceptual nature of the Practice to gain deeper understanding. Three activities have been provided to engage in each Practice.
Since the following activities are NOT lesson plans, in some cases only a brief explanation of the activity has been provided. The facilitator should encourage learners to direct their own investigations and intervene only as needed to redirect.
Designing Solutions Activity #1: Rope Tube
General Objective: To provide an opportunity for students to designing solutions in science based observing a phenomenon and asking questions.
The facilitator does the following:
Debrief the activity focusing on the conceptual understanding of the practice using the following prompts:
REINTERPRETING BELIEFS
INTEGRATION OF THE CONCEPT
INVENTION
Designing Solutions Activity #2: Pringles Potato Chip Mailing Challenge
The facilitator does the following:
Debrief the activity focusing on the conceptual understanding of the practice using the following prompts:
REINTERPRETING BELIEFS
3. Discuss your progression of solution design, testing, redesigning, retesting, etc.
INTEGRATION OF CONCEPT
3. What is the relationship between this practice and others?
INVENTION
Elementary: Students should be engaged in activities that foster constructing and critiquing
explanations. This should be done through developing explanations based on observations
of their own investigations. An understanding of variables is developed in upper
elementary.
Middle School: Students continue to construct explanations and evaluate their own and others’ explanations
for consistency with evidence. Students need to be able to identify variables and
the effect variables have on observable outcomes. The recognition that explanations
in science rely on models that are too small or too large is developed.
High School: Students should be proficient at constructing explanations and should use mathematics and simulations to create explanations for a phenomenon (Framework, p. 70).
Learning Progression for Designing Solutions
Elementary: Students should be encouraged to pursue their natural engineering interests through building things and beginning to use tools to create. Expand engineering projects to be more than simply structures, but include other areas of engineering such as insect enclosures, playground equipment, and more.
Middle School: Students should take what they are learning in science and apply engineering design
solutions to the content. For example, take the principles of ecology and design
solutions to storm water drainage. At this level, students should be planning and
carrying out engineering design projects that require them to define problems, identify
variables and constraints of design, research the problem to gain a deeper understanding,
create and test possible solutions and refine solutions by redesigning.
High School: Students need to be involved in deeper, more robust engineering design problems. These can be related to local, national or global issues. Place emphasis on the complete engineering design process of asking questions, imagining solutions, planning, creating and improving.
See p. 11 Appendix F Science and Engineering Practices in the NGSS for a more thorough grade band progression.
Asking Questions in Science & Defining Problems in Engineering
Planning & Carrying Out Investigations
Using Mathematics & Computational Thinking
Constructing Explanations & Designing Solutions
Obtaining, Evaluating & Communicating
The Toolkit was developed through the Montana Partnership with Regions for Excellence in STEM Grant. The contents of this version of the Toolkit have been modified from the original.