Exploring Physical Phenomena

Reviewed by Tarin weiss, Professor, Westfield State University on 7/8/24

Comprehensiveness rating: 5 see less

The book is highly comprehensive and based on the central scientifically-driven question, "What happens when light from the Sun shines on the Earth?" Anyone who draws a conceptual image of this question will likely lead themselves into wondering about light and thermal phenomena, energy transfer, climate change, and key Sun-Earth-Moon relationships, which make up the effectively-designed units of the book.

And, while the book adheres to the important disciplinary core ideas and cross-cutting concepts of the Next Generation Science Standards (NGSS), it is not simply a regurgitation of content. The book relies heavily on experiential learning opportunities that engage students in science and engineering practices. It includes student resources, handouts, needed supplies, science AND math connections/activities, samples of student work, topical misconceptions, and teaching strategies for its hands on activities. In this way, the book embodies the central arguments of Schwab and Dewey, who envisioned education as deliberate and active.
In this way, the book embodies the central arguments of Schwab and Dewey, who envisioned education as deliberate and active.

Content Accuracy rating: 5

Based on this review, the content is accurate and provides scientific evidence for its statements and assertions.

Relevance/Longevity rating: 5

The book is relevant as an introductory text that effectively provides (through multiple means) basic knowledge and experiences aimed at teaching physics concepts focused on light, thermal energy, climate change, and Sun-Earth-Moon relationships.
Updates, when made, are available in the online version on the website (https://open.oregonstate.education/physicsforteachers/).

Clarity rating: 5

The text is clearly written and accessible for its intended audience.
Jargon and technical terminology are expressed fully yet simply in one voice.
Students' written and drawn prompt responses are included, which greatly support text accessibility.

Consistency rating: 5

The text is written in one voice that supports an ease of comprehension by the reader. Consistency is achieved in its unit structure and consistent use NGSS terminology (presented and effectively explained across its 5 units).

Modularity rating: 5

Across the book's 5 units there is a consistent structure and within-unit comprehensiveness that supports an instructor's sole use of a single unit or sub-unit. In that way, the book is designed to be used by not only college students, but those participating in other educational settings (such as museums, youth and senior learning centers, etc.). The book can be used in print version or online.

Organization/Structure/Flow rating: 5

Each of the book's 5 units is designed using the same structure that, though at times a bit lengthy, is understandable and easily perused on a first pass to determine pedagogical usefulness. The Universal Design for Learning (UDL) is a framework that consistently underlies the book's organization and effectively engages participants, providing them with multiple means of representation and action/expression.

Interface rating: 5

Based on this review, there are no navigational issues/problems related to reading text or the display of images/diagrams. The consistency and organization of the text supports the reader's ability to focus on key ideas and successfully act on instructions.
Sub-unit sections that an instructor wishes a reader to bypass may require specific instruction (page numbers, etc.) as the units are a bit lengthy.

Grammatical Errors rating: 5

Based on this review, there are no grammatical errors in the text.

Cultural Relevance rating: 4

The text is not culturally insensitive or offensive to this reviewer. However, it should be acknowledged that a reader/reviewer from a different race, ethnicity, or background may respond differently to this review area. A culturally supportive practice embedded in the text is to provide multiple means for engaging in a concept (reflection, discussion, writing, drawing). And, to make the activities accessible to all, high level scientific equipment is not needed, with many at home materials and/or the use of phone apps or provided graphs appropriate for data collection.

Comments

This is an exceptional text for all learners and in particular future teachers because it positions participants to learn science as promoted by the NGSS. In this way, it models for teachers not just how to learn but also how to teach. As the preface highlights, the emphasis of the book is on "questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why."

Reviewed by Steve Sandeen, Instructor, Northwest Technical College on 5/21/24

Comprehensiveness rating: 5 see less

This book appropriately covers "Exploring Physical Phenomena" in 5 units. It is meant to be used in an exploratory class offered outside of school hours (science club, youth group, 4H, etc.). The book uses language that will be easy for students to understand. Students will be able to jump right in and learn the content without having to look up complex vocabulary. This is very encouraging as today's youth wants to get going with activities and might get frustrated with difficult words.

Content Accuracy rating: 5

The book is very accurate. It is also organized very well as each unit has the same structure so students can locate information quickly and not get bogged down in translation.

Relevance/Longevity rating: 5

The book is relevant today but will also be able to be updated in the future! It gives current day examples while allowing for future additions to expand on the newest technology.

Clarity rating: 5

This book is very clearly written with each unit having the same structure. I looked at the online text which featured a "search in book" function that was really useful!

Consistency rating: 5

The book is consistent with each bit of content linked to an example or activity. This helps reinforce the content while being consistent from chapter to chapter.

Modularity rating: 5

This book could be used in several learning situations from in person instruction to exclusively online. Students also record progress during exploration which helps keep the classroom on track.

Organization/Structure/Flow rating: 5

The topics in the text are clear and concise and are presented in a logical order.

Interface rating: 5

I was able to navigate the pages of the book with ease. I didn't have any interface problems. Like I mentioned earlier, the online version even has a "search in book" feature that allows you to easily jump to a topic area you are interested in.

Grammatical Errors rating: 5

The book is well written with no observed grammatical errors.

Cultural Relevance rating: 5

The text is not culturally insensitive or offensive in any way.

Comments

What a great idea for a book! This text introduces an idea and then immediately gives examples and jumps into activities!

Reviewed by Cathy Stierman, Assistant Professor, Clarke University on 1/9/23

Comprehensiveness rating: 5 see less

This text thoroughly covers the mechanics of how to teach science in a clear, thorough, and straightforward manner. Using the most common physical science topics, the authors demonstrate how to lead new science teachers through phenomenon-based teaching and learning. Not only is the teacher directed to do each phenomenon-related activity as a student would, they are then provided student samples to compare their work to, along with an explanation of both the phenomenon and for the chosen teaching strategy.

The text also models the layered nature of science though its units. The first two units are on light and heat, respectively, and the third and fourth unit are the influence of light and heat on weather then climate. The final unit on space phenomena, does not build on the topics of light and heat. Rather, it covers some of the more common phenomena encountered in the study of space.
This text does not have a glossary, but it is not needed, as the authors explain any academic language as it is encountered. The Table of Contents is divided into units, with additional materials linked below. Each unit is divided into ten sections, and each section is individually linked to the Table of Contents, as are the handouts for each unit and some supplemental materials.

The supplemental materials include example homework and lesson plans. The lesson plan for teaching Units 1-4 is very thorough, but might be difficult for some to locate, as it is found in the homework link. The lessons are designed for an instructor meeting with future science teachers for 2.5 hours twice a week for 10 weeks. In addition to a teaching guide, alternative activities for distance learning and inclement weather along with a complete list of materials for each activity are included. All linked materials are accessed through Oregon State’s Box platform. I did not need to subscribe to Box in order to use the materials. There is a pdf “original” version and an editable docx version of each student handout. All items must be downloaded individually.

Content Accuracy rating: 5

No errors or bias in science content or pedagogy were found during this review. The authors did provide a link on p.2 of the text through which errors can be reported.

Relevance/Longevity rating: 5

The text provides excellent instruction in the use of the Next Generation Science Standards (NGSS) and its focus on phenomenon-based learning and teaching, which is considered current best practice in science instruction. As a part of each unit, the authors explain how they themselves used the NGSS format in the creation of the unit activities, which in turn makes it easy for the user to teach using this method. For example, in the nature of light section, after presenting an everyday phenomena on light, the authors directed the user to provide an initial explanation of the phenomena based upon current knowledge, explore and reflect on the phenomena, and then update the explanation. This is the same sequence of events teachers are expected to use with students. While a student sample is provided, the authors encourage the user to create their own explanations and do their own exploration before looking at the sample. Common misconceptions and suggestions on the nuances of teaching each of the central concepts are insightful and necessary additions.

The sections titled Connections to Educational Policies about NGSS and how to “do” science are especially well done. After having completed the activity, the authors provide a table for the teacher in training to use to check for, and identify, where the disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs) were being utilized. The tables are easily transferable to other science content.

Clarity rating: 5

The writing throughout this text is clear and easy to understand. Important concepts or actions are underlined. All academic language, such as the concept of central ideas, is explained immediately and in simple terms.

Consistency rating: 5

This text consists of five units. Each unit is broken down into 8 - 13 sections, each of which is two to twenty pages in length. The sections are generally the same, consisting of an introduction, student resources, development the central idea, the use of evidence, creating an initial explanation of the phenomenon, designing mathematical representation, identifying the connection to educational policy (NGSS), and a supplies list.

Questions are used throughout the text to model how to engage students in the phenomena. The text itself as an over-arching question and each unit a series of related sub-questions. The use of NGSS terminology is also consistent throughout each unit and the text, as is the continuing narrative how why the use of questions, phenomena, and NGSS is considered best practice.

Modularity rating: 5

The text consists of five units, and each unit is broken down into 8 - 13 sections. Every section is designated by a Roman numeral that is linked in the Table of Contents. Every section is organized by lettered sub-sections. Most of the science content is found in the development of the central idea sub-section in each unit. This sub-section begins with a reflection question, and each question is given a number that represents the unit in which it resides and the order in which it occurs. Diagrams, tables, and images are spaced relatively evenly throughout the reading. Student sample work is distinguished from other content by the use of italicized font.
Any self-references that were encountered included enough information that consultation of the original reference was not necessary. As the content is sequential, one wouldn’t expect extensive reorganization of the text, but each unit and most sections could be used in isolation.

Organization/Structure/Flow rating: 5

This is a very interesting book on how to teach science using the most common topics in physical science: energy (light and heat), weather, climate, space. The text models the layered nature of science though its units. The first two units are on light and heat, respectively, and the third and fourth unit are the influence of light and heat on weather then climate. While the final unit, space phenomena, does not build on the topics of light and heat, it covers some of the more common phenomena encountered in the study of space.

Each of the five units is broken down into 8 - 13 sections. The sections are generally the same and presented in a logical order. These include an introduction, student resources, development the central idea, the use of evidence, creating an initial explanation of the phenomenon, designing mathematical representation, identifying the connection to educational policy (NGSS), and a supplies list. Most of the science content is found in the development of the central idea sub-section of each unit. This sub-section begins with a reflection question, and includes diagrams, tables, and images in addition to the reading. Student sample work is always included and is distinguished from other content by the use of italicized font. Each development of the central idea sections concludes with common misconceptions and suggestions on the nuances of teaching the central concept.

Interface rating: 5

Both the online and pdf versions of the text are easy to navigate. The Table of Contents for the text is in a left margin drop-down menu when online and on pp.5-8 of the pdf. Both versions have hyperlinked Table of Contents for each unit as well. While reviewing the text, no issues with navigation, distortion of images, or display irregularities were encountered.

Grammatical Errors rating: 5

No grammatical errors were found during the review of this text.

Cultural Relevance rating: 5

No culturally insensitive or offensive materials were found during this review. There are no references to race or ethnicity. Users of the text are directed to help students uncover prior knowledge and accept this for what it is. Each unit includes some common misconceptions and suggestions for teaching the topic, but these are not race or ethnicity-specific.

Comments

I really appreciated the thorough nature of this text on the teaching of science. Not only did the authors explain best practice, but they modeled it within the instructions themselves. Users of the text will learn how to teach phenomenology by doing phenomenology, but to include handouts, lesson plans, misconceptions, and even alternate plans for outside activities in case of bad weather took this book to the next level!

Reviewed by Michelle Leverette, Visiting Assistant Professor Educational Leadership and Policy Studies, University of Texas at Arlington on 11/22/22

Comprehensiveness rating: 5 see less

The authors provide multiple relevant connections (aligned with NGSS) about various aspects of the Sun and Earth's interactions.

Content Accuracy rating: 5

As a middle school practitioner actively teaching 7th and 8th grade science for approximately 20 years, the content was accurate and logical.

Relevance/Longevity rating: 5

The content provided is relevant. The inquiry-based approach creates a timeless framework for educators.

Clarity rating: 5

The structure of each section was clearly explained and logically organized. Examples are provided throughout.

Consistency rating: 5

Clearly defined terminology and framework throughout.

Modularity rating: 5

Each section is approachable and useful for addressing specific aspects of thinking and of new content relationships.

Organization/Structure/Flow rating: 5

The book is clearly organized throughout. Explanations of each section were clarified during the preface.

Interface rating: 5

No known issues occurred.

Grammatical Errors rating: 5

I am not aware of any grammatical errors.

Cultural Relevance rating: 5

The equipment mentioned on p. 20-21 may or may not be accessible to all classrooms. However, most supplies are household items that are inexpensive and/or can be repurposed. Content and frameworks transcend student subpopulations.

Comments

This content is organized and rigorous. This book provides structures and frameworks to guide teachers toward thinking and implementing inquiry-based learning. It provides science teachers guidance to help students to own their learning. If I were a newer teacher, I would jump to the examples, handouts, and other visuals of student work to help guide me. As a veteran teacher, I would use this text as guidance to design opportunities to challenge my students to dig deeper into the relationship between their predictions, their evidence they discover along the way, (and intentionally reflected upon), as well as their reasoning to explain "why" something may have occurred. The mathematical aspects of the learning may be more applicable to secondary students but could be scaffolded as needed for a younger classroom.

The content is rich and comprehensive. Due to these characteristics, it would be useful in a group Professional Learning Community (PLC) as a book study to glean frameworks and structures. Collaboratively, teachers could discern appropriate applications of this content framework for the developmental age of their students as it aligns with their state requirements.