For science study, the closer the phenomenon is to students’ lived experiences, the better. Used in contemporary culture, the term tends to imply outstanding qualities (like calling someone a “phenom”) or superb excellence (“a phenomenal dinner”) but phenomena can be ordinary, unremarkable events as well. Any observable event, anywhere in the known universe, can be called a phenomenon. If you can observe it, it’s a phenomenon. A three-dimensional approach to incorporating phenomena includes a wealth of options for helping students discover and explore scientific concepts, deepen comprehension, and find new opportunities for learning. Educators who properly employ phenomena-based science curriculum tend to raise test scores, produce more AP students, and result in more STEM careers. Local, relevant phenomena-based teaching engages students in the process of acting like scientists, allowing them to apply new concepts to their daily lives, while encouraging them to investigate and experiment rather than memorize facts. Real-world phenomena illustrate scientific principles with remarkable effectiveness, because they help students see why science matters and how it works. Phenomena in a science class are like oases in a desert: absolutely essential, beautifully vibrant, and rich with creative growth and potential, but unfortunately too uncommon, infrequent, and far apart.
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