The Patterns Class: Lowering the Threshold to Engagement in Scientific Theory-Building Practices

• In Event: Equitable Science Teaching and Learning

Abstract

This paper introduces a novel approach to engaging students in scientific theory-building practices. Through this approach, students develop “pattern theories.” Pattern theories are descriptions of macroscopic-level patterns in system behavior, such as threshold and equilibration, that can be found in phenomena across domains. Pattern theories are particularly powerful for engaging younger students in theory building because of their relationship to established science, level of causality, range of application, and relationship to common sense. Pattern theory building is compared along each of these dimensions with existing NGSS-aligned modeling- and explanation-based approaches and key differences are illustrated using data from one implementation of a pattern theory-building course.

Author

• Hillary Lucille Swanson, Utah State University