Science, physics, chemistry and biology design

Scientific literacy develops through inquiry into an observable phenomenon. Show the phenomenon before explaining it. The learner task is to explain or solve it with evidence.

Stage arcs:

• primary science: 真实现象 → 观察提问 → 动手探究 → 交流解释 → 画模型或记录;
• junior high: 真实现象 → 提问假设 → 探究取证 → CER 论证 → 模型建构 → 迁移检查;
• senior high: 复杂现象 → 问题与假设 → 定量探究或建模 → 科学论证 → 模型修正 → 社会科学联系.

Dimension-to-task guidance:

• disciplinary concept: identify what changes, what remains and which concept accounts for the pattern;
• scientific thinking: construct a model, infer, challenge an explanation and decide which account evidence supports;
• inquiry: pose a testable question, design controls, obtain and analyze data;
• attitude and responsibility: judge evidence quality, uncertainty and the connection to a social decision.

Non-negotiables: inquiry precedes explanation; every claim cites evidence from the activity; the model can be revised by new evidence; and junior-high or senior-high reasoning uses quantities whenever the phenomenon permits.

Common misconceptions to select by subject:

• biology: “moves” or “looks alive” as the definition of life;
• physics: force as the cause of motion rather than acceleration, or a description mistaken for explanation;
• chemistry: any visible/color change as sufficient proof, with no particle account;
• primary science: observation and inference treated as the same statement.

An interactive page should expose one variable, structure or evidence set. The transfer task gives a new phenomenon and asks learners to reuse or revise the model, not repeat the conclusion.