Constructing scientific explanation is an important aspect of science learning. Research revealed that constructing explanations can enhance student understanding of the science content (Driver, Newton & Osborne, 2000).
This paper proposes a design frame from a learning designer’s perspective, to develop primary school students on constructing explanations. The design frame involves two phases namely mapping out (i) Curriculum/Content, Pedagogy and Assessments integrated with ICT, and (ii) considerations guiding the entire design process.
At Phase 1, a unit design approach is adopted to paint the big picture defining the key scientific concepts and process skills to be learned. Pedagogy and assessments are mapped out in alignment with curriculum/content goals. As the intended learning is to develop students’ scientific explanation, inquiry-based learning, more specifically, Investigative Case-Based Learning (a variant of problem-based learning) is undoubtedly an appropriate pedagogical approach based on the constructivist view of learning.
To strengthen the explanation aspect of this pedagogical approach, the Claim Evidence Reasoning (CER) explanation framework (Krajcik & McNeil, 2011), and assessment for learning strategies are integrated. ICT is seamlessly integrated in the learning process enhancing visualisation that aids understanding of concepts/processes (Trindade et al., 2002), facilitating instant feedback for students to refine experiments and hypotheses (La Velle et al., 2003), and creating student collaboration opportunities with peers (Mistler-JAt Phase 2, the thought-process is mapped out with design considerations on the learning outcomes, processes, the role of students, teachers and technologies, artefacts to be collected and analysed. These considerations in the form of metacognition questions aid an educator in their thinking when designing for learning.
This design frame was put into practice to design a unit of science lessons in the topic of plant system. Through the enactment with two classes in a primary school, students demonstrated abilities to explore scientific questions underlying real-world issues derived from the case and to apply scientific reasoning. They worked collaboratively online to write their own claims, identify and gather evidence to support their claim. They employed a variety of methods and resources, and created digital artefacts to support their conclusions, as well as communicate and persuade others of their findings. Based on the evaluation of students’ artefacts, there were positive indications that students were able to construct scientific explanations.
