Once students have engaged in activities, they need time to EXPLORE ideas. EXPLORE activities are designed so all students have common, concrete experiences which can be used later when formally introducing and discussing scientific and technological concepts and explanations. Students have time to investigate objects, events, or situations. As a result of their mental and physical involvement in these activities, students question events, observe patterns, identify and test variables, and establish causal relationships.

The teacher’s role in the EXPLORE phase is to facilitate learning. They initiate activities and allow time and opportunity for students to investigate objects, materials, and situations. The teacher coaches and guides students as they record and analyze observations or data and begin constructing models or initial explanations.

STUDENT BEHAVIORS

• Tests predictions and hypotheses; Forms new predictions and hypotheses

• Discusses problems with others

• Plans and conducts investigations in which they observe, describe, and record data

• Tries different ways to solve a problem or answer a question

• Creates initial models

• Compares ideas with those of others

TEACHING STRATEGIES

• Provides or clarifies questions or problems

• Provides common experiences

• Observes and listens to students as they interact

• Acts as a consultant for students

• Encourages student-to-student interaction

• Asks probing questions to help students make sense of their experiences and redirect them when necessary

• Provides time for students to puzzle through problems