Explanations & ArgumentsJuly 11, 2016STILTS Project

Bryan Rebar

Science and Engineering Practices1. Asking questions (for science) and defining

problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and

designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information

Scientist and Engineer Activities

Explanations vs. Arguments Science educators disagree on

definitions! We will refer to A Framework for K-12

Science Education and Tools for Ambitious Science Teaching for our definitions

Explanations According to NGSS, explanations are:

Accounts that link scientific theory with specific observations or phenomena Explain observed relationship between variables Describe the mechanisms that support cause & effect Typically describe an event, process, or structure with seen

and unseen components Composed of…

Multiple Claims + Data + Reasons Thus, claims are small parts of larger explanations

May be stated as hypotheses, which are: Plausible explanations for an observed phenomena Predictions for what will happen

Arguments According to NGSS, arguments:

Are comprised of justified claims Are based on…

Deductions from premises Inductive generalizations of existing patterns Inferences about the best possible explanation

Take place… In lab meetings and symposia (informally) In peer review (formally)

Are needed to resolve New theories Proposed explanations of phenomena Novel solutions to technological problems Fresh interpretations of old data Optimal experimental design Appropriate data analysis techniques Interpretation of data

Argument from Evidence as in NGSS Comparing and evaluating competing arguments or design solutions Evaluating the claims, evidence, and/or reasoning behind currently

accepted explanations or solutions to determine the merits of arguments.

Respectfully providing and/or receiving critiques on scientific arguments

Constructing, using, and/or presenting an oral and written argument or counter-arguments based on data and evidence

Making and defending a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and/or student-generated evidence

Evaluating competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidences, and/or logical arguments regarding relevant factors (e.g., economic, societal, environmental, ethical considerations)

Supporting Student Arguments Students must:

1. Articulate the claim or explanation2. Describe the data or observations and

the conditions under which they are gathered

3. Describe why that data (now evidence!) support the explanation or claim

Supporting Student Arguments Students must develop/gather:

1. Claim2. Evidence3. Reasoning

Phenomena Ice Melting Blocks https://

www.youtube.com/watch?v=rrYAmEptMLQ

Is It Alive? https

://www.youtube.com/watch?v=IPDsRjyuPjw

Your Claim? I believe that _______ is caused by______

I believe that ______ has a role in how ______ happens.

Evidence How could you (your students)

investigate this phenomenon? Where or how can they gather additional data?

Expectations By December break create and implement

1 VTS Lesson 1 science phenomenon lesson

Communicate with mentor teachers Allow time for them to give feedback on your

pre-lesson doc Revise your plan Finalize the lesson description after teaching Respond to the Post-Lesson E-log after teaching