فهرست نشریات علمی دسترسی آزاد ایران

Phenomenon-based learning (PhBL) offers a powerful approach for achieving the three-dimensional learning goals outlined in contemporary science education standards, yet many teachers lack time and expertise to design comprehensive PhBL lessons that effectively integrate disciplinary core ideas, crosscutting concepts, and science practices. This article presents a research-informed framework of structured prompts that enable teachers to leverage artificial intelligence (AI) tools systematically throughout the six stages of PhBL lesson design: phenomenon selection, introduction planning, anticipating student observations and questions, extracting prior knowledge and initial models, designing investigation sequences, and developing summary tools and consensus explanations. Drawing on established PhBL frameworks, NGSS [1] principles, and the authors' extensive implementation experience, each prompt incorporates essential pedagogical features including attention to student misconceptions, grade-appropriate complexity, curriculum alignment, and integration of three-dimensional learning. By providing teachers with practical, ready-to-use prompts accompanied by implementation guidance, this framework democratizes access to high-quality PhBL instructional design and demonstrates how AI can serve as an effective partner in creating engaging, standards-aligned science instruction that supports deep student understanding of natural phenomena