Phase 4: Students use evidence they have generated and analysed to consider possibilities for explanations that are original to them. EXPLAIN: students They use argumentation and dialogue to decide on the relative formulate an explanation merits of the explanations they formulate, playing with ideas. based on evidence Phase 5: Students connect their explanations with scientific knowledge, using different ways of thinking and knowing (‘knowing that’, how’, and this’) to relate their ideas to both ‘knowing ‘knowing disciplinary knowledge and to interdisciplinary knowledge to CONNECT: students understand the origin of their ideas and reflect on the strength of connect explanations to their evidence and explanations in relation to the original question. scientific knowledge Phase 6: Communication of possibilities, ideas and justifications through dialogue with other students, science educators, and professional scientists offer students the chance to test their new thinking and experience and be immersed in a key part of the scientific process. COMMUNICATE: students Such communication is crucial to an ethical approach to working communicate and justify scientifically. explanation Phase 7: Individual, collaborative and community-based reflective activity for both consolidates learning and enables students and change teachers to balance educational tensions such as that between open-ended inquiry learning and the curriculum and assessment requirements of education.
Phase 4: EXPLAIN: students formulate an explanation based on evidence Students use evidence they have generated and analysed to consider possibilities for explanations that are original to them. They use argumentation and dialogue to decide on the relative merits of the explanations they formulate, playing with ideas. Phase 5: CONNECT: students connect explanations to scientific knowledge Students connect their explanations with scientific knowledge, using different ways of thinking and knowing (‘knowing that’, ‘knowing how’, and ‘knowing this’) to relate their ideas to both disciplinary knowledge and to interdisciplinary knowledge to understand the origin of their ideas and reflect on the strength of their evidence and explanations in relation to the original question. Phase 6: COMMUNICATE: students communicate and justify explanation Communication of possibilities, ideas and justifications through dialogue with other students, science educators, and professional scientists offer students the chance to test their new thinking and experience and be immersed in a key part of the scientific process. Such communication is crucial to an ethical approach to working scientifically. Phase 7: Individual, collaborative and community-based reflective activity for change both consolidates learning and enables students and teachers to balance educational tensions such as that between open-ended inquiry learning and the curriculum and assessment requirements of education.
D3.1_Demonstrators_ArtfulPhysics.docx