Unpacking Phenomena-Based Science as a Lever for Real-World Readiness

Think of the last science experience you taught or observed in a school—what stands out?  

At its best, science education gives students from all backgrounds the tools to explore, understand, and shape the world around them. It balances engagement—like hands-on experimentation—with skill-building that is transferable to real-world settings in higher education and science careers.

But too often, science instruction falls short of this potential, focusing on memorization rather than learning by doing or gimmicks rather than authentic investigation. Students might learn facts but miss the chance to think critically, ask questions, and solve problems in ways that connect to their own lives and communities. 

“Phenomena-based” science instruction offers an alternative, centering around real-world events or observations that spark curiosity and inquiry. Instead of starting with abstract concepts or textbook definitions, students begin with a phenomenon—something they can observe, question, and investigate. Through this process, students learn to see the relevance of science in their everyday lives and develop a nuanced understanding of the interconnectedness of scientific concepts, fostering a holistic view of the world.

For teachers, designing experiences that meet the rigorous demands of the NGSS standards, reflect real-world science practices, and tap into each student’s curiosity is challenging. Educators rarely receive deep coaching or development that goes beyond basic curriculum introductions.

But better is possible. At Leading Educators, we’ve seen firsthand how providing educators with high-quality materials like OpenSciEd, along with collaborative practice opportunities, opens up new possibilities. It’s part of why we are recruiting science educators for the Next Generation Science Educators Network. In this blog, we’ll examine three components of phenomena-based science and outline how they work in practice.

Demystifying Phenomena-Based Science

Phenomena-based science instruction centers around real-world events or observations that spark curiosity and inquiry. Instead of starting with abstract concepts or textbook definitions, students begin with a phenomenon—something they can observe, question, and investigate.   

Lessons that are phenomena-focused exhibit the interwoven use of principles of three-dimensional instruction: disciplinary core ideas (DCI), crosscutting concepts (CCC), and science and engineering practices (SEP). These lessons encourage students to approach science holistically, seeing how scientific ideas build on each other, apply across different fields, and are used in problem-solving. 

1. Disciplinary Core Ideas are the fundamental concepts or big ideas that form the foundation of scientific understanding in physical science, life science, earth and space science, engineering, technology, and the application of science.
2. Crosscutting Concepts unify the study of science and engineering across all disciplines. They also provide a framework for understanding the natural world and help students make connections between different scientific ideas.
3. Science and Engineering Practices are the skills and abilities scientists and engineers use to investigate the natural world and design solutions to problems.

When observing a science lesson, consider how it embodies characteristics of three-dimensional, phenomena-driven science instruction. 

Look-Fors by Dimension:

Getting Practical

Imagine a lesson that starts with a common phenomenon: why certain plants only grow in specific climates.

Students might begin by observing various plants and their environments, asking questions like, “Why does this plant thrive in one area but not another?” From there, they use DCIs to explore core ideas around ecosystems and adaptation, CCCs to examine cause and effect across different environments, and SEPs to model and test conditions that affect plant growth.

To design effective phenomena-based lessons:

• Focus on observable events or questions from students’ everyday lives, which can spark curiosity and make science feel relevant.
• Ensure that each lesson involves DCIs, CCCs, and SEPs without overemphasizing one area so students develop a well-rounded understanding.
• Give students opportunities to ask questions, test hypotheses, and draw their own conclusions, building independence and problem-solving skills.

Want support?

Does your instructional strategy name how you will consistently and joyfully provide science that lives up to the rigor of future workforce and societal demands? 

As an OpenSciEd Certified Professional Learning Provider, Leading Educators draws on our deep expertise as career educators, proximity to leading researchers, and extensive experience as coaches and instructional designers to offer best-in-class science strategy and professional learning services.

Next January, we’re excited to launch the Next Generation Science Educators Network—a free, year-long program for up to 30 science educators and leaders focused on creating high-quality, student-led science experiences. Get started today.