[RI]² Framework Enactment

Phases of the [RI]2 Teaching & Learning Framework

Ways in Which the Phases of the [RI]2 Framework are Enacted

Learning Outcomes*

Teacher Role

Student Role

Encounter Focal Issue

  • Create an introductory experience that allows students to explore a socio-scientific issue (SSI). This experience should highlight connections to underlying science ideas as well as societal considerations.
  • Explore an SSI including relevant science ideas related to the issue as well as some of the societal (i.e., social, political, economic, and/or ethical) considerations.
  • Awareness & understanding of the focal issue.

 

Develop Science ideas, science practices and socio-scientific reasoning in the context of focal issue

  • Anticipate, elicit, and address alternative conceptions about ideas.
  • Create opportunities for students to experience the science phenomenon.
  • Explore content-specific science ideas (i.e., disciplinary core ideas – DCI) related to the focal issue.
  • Reflect on broad, recurrent science ideas (i.e., crosscutting concepts – CCC) related to the focal issue.
  • Understanding of science ideas.

 

  • Identify one science practice for emphasis throughout the unit.
  • Scaffold student engagement in the practice and support increasing competencies.
  • Encourage students to reflect on their own thinking and practice.
  • Engage in a science practice that facilitates sense making
  • Competencies for science practices

 

  • Create opportunities for students to confront issue complexity, multiple perspectives, needs for inquiry, bias, and the contributions and limitations of science.
  • Support student reasoning practices.

 

  • Engage in socio-scientific reasoning including:
    • accounting for the inherent complexity of SSI
    • analyzing issues from multiple perspectives
    • identifying aspects of issues that are subject to ongoing inquiry
    • employing skepticism in analysis of potentially biased information
    •  exploring the contributions and limitations of science relative to issue negotiation.

 

  • Competencies for socio-scientific reasoning.

 

  • Create opportunities for students to use media as critical consumers and producers.
  • Scaffold media literacy practices among students.
  • Students use current media and information technologies to access, analyze, and share information and perspectives on the issue.
  • Competencies in media literacy.

 

  • Create opportunities for students to consider their own beliefs and positions regarding the position.
  • Encourage students to consider how their emerging science ideas, science practices, and socio-scientific reasoning practices interact with their own beliefs and positions regarding the issue.
  • Students reflect upon and refine their own beliefs and positions regarding the issue.
  • Awareness & understanding of the focal issue.
  • Understanding of science ideas.
  • Competencies for socio-scientific reasoning.

Synthesize ideas, practices & reasoning through an issue focused culminating activity

  • Create an end-of-unit experience that challenges students to synthesize the science ideas they have learned while using scientific practices and socio-scientific reasoning.
  • Synthesize and employ science ideas, scientific practices and socio-scientific reasoning in the creation of a product (e.g., poster) or performance event (e.g., public presentation).

This phase of enactment should should address all essential learning outcomes and those discretionary outcomes prioritized by the teacher or curriculum designer.

*The learning outcomes listed highlight those that will most likely be addressed in a particular phase. Ideally, several learning outcomes will be interrelated and may be addressed in conjunction with one another.

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