Six Facets of Understanding
Image: Angela Clark-Pohlod
The “Six facets of understanding” proposed by Wiggins and McTighe in their book, Understanding by Design (1998) weave neatly through the practices of the Next Generation Science Standards and the Framework for K-12 Science Education. The six facets of understanding are Explain, Interpret, Apply, Have Perspective, Empathize and Have Self-Knowledge.
When we look at how the six facets of understanding fit into the scientific practices of NGSS and the Framework we see an overwhelming connection between them (NGSS practices in black, six facets of understanding in blue):
When we look at how the six facets of understanding fit into the scientific practices of NGSS and the Framework we see an overwhelming connection between them (NGSS practices in black, six facets of understanding in blue):
- Asking questions and defining problems (Explain, Interpret, Apply, Have Self-Knowledge)
- Developing and using models (Interpret, Apply)
- Planning and carrying out investigations (Interpret, Apply)
- Analyzing and interpreting data (Explain, Interpret, Apply, Have Perspective, Have Self-Knowledge)
- Using mathematics, information and computer technology, and computational thinking (Interpret, Apply)
- Constructing explanations and designing solutions (Explain, Interpret, Apply)
- Engaging in argument from evidence (Interpret, Apply, Have Perspective, Empathize, Have Self-Knowledge)
- Obtaining, evaluating, and communicating information (Explain, Interpret, Apply, Have Perspective, Have Self-Knowledge)
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While all of the facets are important, it is evident from the above comparison that my primary focus will be on three of the six facets: Explain, Interpret, and Apply.
Explain: Students will be expected to ask questions, define problems, analyze data, construct explanations and communicate information in relation to the scientific principles being studied in Earth Science.
Interpret: All eight of the NGSS practices above require students to interpret information. In order to ask questions, students must first interpret the situation to determine what it is they want to know. Developing and using models is a way of interpreting a subject and making it more accessible. As students plan and carry out investigations, analyze and interpret data and construct explanations they are again making the subject more meaningful and accessible through the interpretation of their findings. As students engage in argument from evidence and present and communicate information about their subject they are telling a meaningful story of their scientific experience, again making meaningful connections to the content.
Apply: All eight of the NGSS practices above ask students to effectively use and adapt what they know in diverse contexts. This is the primary objective of application. Students must determine what they know, what they want to know and then apply their knowledge to determine what questions to ask and how to carry out their investigation. As students construct explanations for their findings they are applying their learning, both prior knowledge and new knowledge gain through the inquiry process.
Explain: Students will be expected to ask questions, define problems, analyze data, construct explanations and communicate information in relation to the scientific principles being studied in Earth Science.
Interpret: All eight of the NGSS practices above require students to interpret information. In order to ask questions, students must first interpret the situation to determine what it is they want to know. Developing and using models is a way of interpreting a subject and making it more accessible. As students plan and carry out investigations, analyze and interpret data and construct explanations they are again making the subject more meaningful and accessible through the interpretation of their findings. As students engage in argument from evidence and present and communicate information about their subject they are telling a meaningful story of their scientific experience, again making meaningful connections to the content.
Apply: All eight of the NGSS practices above ask students to effectively use and adapt what they know in diverse contexts. This is the primary objective of application. Students must determine what they know, what they want to know and then apply their knowledge to determine what questions to ask and how to carry out their investigation. As students construct explanations for their findings they are applying their learning, both prior knowledge and new knowledge gain through the inquiry process.