scientific phenomena. Phase 3: Students analyse evidence, using with each other and the teacher to support Students analyse evidence Help students Begin creating and dialogue their developing understanding. and make conclusions interpret the rehearsing the ANALYSE: students regarding their own potential opera within the analyse evidence initiative. implications of the various arts evidence for the disciplines students’ own (libretto, costumes, inquiry. music, etc.) Phase 4: Students use evidence they have generated and analysed to consider Formulations of scientific Guide students in Continued explanations. their consideration for explanations that are original to them. They use possibilities production of EXPLAIN: students of possibilities. argumentation and to decide on the relative merits of the dialogue original material formulate an explanations they formulate, with ideas. playing (music, etc.), and explanation based on opera rehearsals. evidence Students connect explanations with scientific knowledge, using Formulating ideas in 5: different (‘knowing that’, how’, and relation to discipline ways of thinking and knowing ‘knowing this’) to relate their ideas to both disciplinary knowledge and to knowledge in a larger ‘knowing Ensure scientific Continued knowledge to understand the origin of their ideas and context, including how CONNECT: students interdisciplinary quality with rehearsals, reflect on the strength of their evidence and explanations in relation to the scientific and artistic connect explanations regard to costumes making. original question. ideas may cross-fertilize to scientific explanations each other within the knowledge inquiry process. Phase 6: Communication of and justifications through Students communicate possibilities, dialogue performance: their knowledge and with other students, with science educators, and with professional scientists It is advised to explore its ethical invite community offer students the chance to test their new thinking and experience and be Supports the implications. (parents, other communication teachers, etc.), and process and the
scientific phenomena. Phase 3: ANALYSE: students analyse evidence Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding. Students analyse evidence and make conclusions regarding their own initiative. Help students interpret the potential implications of the evidence for the students’ own inquiry. Begin creating and rehearsing the opera within the various arts disciplines (libretto, costumes, music, etc.) 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. Formulations of scientific explanations. Guide students in their consideration of possibilities. Continued production of original material (music, etc.), and opera rehearsals. 5: CONNECT: students connect explanations to scientific knowledge Students connect 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. Formulating ideas in relation to discipline knowledge in a larger context, including how scientific and artistic ideas may cross-fertilize each other within the inquiry process. Ensure scientific quality with regard to explanations Continued rehearsals, costumes making. Phase 6: Communication of possibilities, and justifications through dialogue with other students, with science educators, and with professional scientists offer students the chance to test their new thinking and experience and be Students communicate their knowledge and explore its ethical implications. Supports the communication process and the performance: It is advised to invite community (parents, other teachers, etc.), and
CREATIONS-Demonstrator-WASO_HSH.docx