What are the Next Generation Science Standards and how does urban forestry fit in?
The Next Generation Science Standards (NGSS) are K-12 science content standards that were developed in the United States to improve science education for all students. They emphasize three dimensions of learning: disciplinary core ideas, science and engineering practices, and crosscutting concepts. These standards aim to provide students with a deeper understanding of science concepts and encourage critical thinking and problem-solving skills.
NGSS makes use of phenomenon-based learning to engage students in real-world investigations that integrate multiple disciplinary core ideas (DCIs) and foster a deeper understanding of scientific concepts and processes. Many of the DCIs can be taught through any number of phenomena. The Urban Forest School Library aims to situate the DCIs within urban forestry-related phenomena.
DCI LS2.A, for example, is “Interdependent Relationships in Ecosystems,” and high school students are expected to understand the following:
Ecosystems have carrying capacities, which are limits to the number of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
Many urban forestry phenomena are relevant here:
- The damage caused by invasive pests, such as the shothole borer and Dutch elm disease, can destroy populations of species and even lead to near extinction (American chestnut).
- Reduced soil and water availability in cities limits individual tree growth and natural reproduction as compared to more natural settings.
- Invasive plant species, such as the tree of heaven, can outcompete native species.
What is phenomenon-based learning?
Phenomenon-based learning (PBL) is an educational approach that emphasizes real-world phenomena as the central focus of learning activities. Rather than teaching subjects in isolation, PBL integrates various disciplines to explore complex, authentic issues or events that spark curiosity and relevance among students. This approach encourages inquiry, critical thinking, collaboration, and problem-solving skills as students delve into multifaceted topics. By immersing learners in meaningful experiences, PBL aims to deepen understanding, foster connections between concepts, and promote lifelong learning.
In a PBL environment, students are actively engaged in exploring phenomena through hands-on activities, experiments, research, and discussions. This learner-centered approach cultivates skills essential for success in the 21st century, such as adaptability, creativity, and effective communication. Ultimately, it is hoped that phenomenon-based learning will empower students to construct their own knowledge, make connections between classroom learning and the world around them, and become informed, engaged citizens.
Phenomenon-based learning represents a departure from traditional teaching methods by prioritizing interdisciplinary exploration over subject-specific instruction. Moreover, PBL contrasts with conventional teaching methods in its emphasis on student-centered inquiry and discovery. While traditional instruction may rely heavily on lectures and rote memorization, PBL empowers students to actively engage in their own learning process through hands-on exploration, critical thinking, and collaborative problem-solving.
Climate change as an example
In a traditional classroom setting, climate change might be presented as a topic within a single subject, such as environmental science or geography. Students may learn about climate change through lectures, readings, and maybe some simple experiments. However, the focus is often on memorizing facts and concepts, rather than deeply understanding the causes, impacts, and interconnectedness of climate change with other disciplines.
In contrast, phenomenon-based learning (PBL) takes a holistic and interdisciplinary approach to climate change. Instead of treating it as a standalone topic, PBL would use climate change as an anchoring phenomenon. This means that climate change would serve as the central theme that connects various subjects and disciplines. Students would explore the scientific principles behind climate change in science class, but they would also examine its social, economic, and political implications in other classes like geography, economics, and civics.
PBL also emphasizes student-centered inquiry and problem-solving. Instead of passively receiving information, students are encouraged to ask questions, conduct research, and propose solutions related to climate change. This active engagement fosters critical thinking skills and a deeper understanding of the complex issues surrounding climate change.
