Claim-Evidence-Reasoning · 2019. 12. 5. · STEMscopes PD ALI 2017. q Claim–a statement that...

STEMscopes PD ALI 2017

Claim-Evidence-Reasoning Evidence-based Explanations of

Phenomenon in STEM


� Engage � Self Assess Skill Level

� Explore � How Great the Bounce?

� Explain � Explanation Framework

� Elaborate � The Value of CER in STEM

� Evaluate � Reflections about Explanations of Phenomenon

Agenda


How proficient are you in Discourse?

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� Where would you place your mark for your level of expertise?

� Turn to your shoulder partner and discuss the characteristics of someone who is skillful


Facilitate learning to support using the Explanation Framework for writing

evidence-based conclusions that reveals understanding about the a

phenomenonon.

The Learning Target


The Practices of Scientists and Engineers

1.  Asking questions and defining problems

2.  Developing and using models

3.  Planning and carrying out investigations

4.  Analyzing and interpreting data

5.  Using mathematics and computational thinking

6.  Constructing explanations and designing solutions

7.  Engaging in argument from evidence

8.  Obtaining, evaluating, and communicating information


� Scienceisaboutexplainingphenomena.Mathema5csisusedtoanalyzethedatatobeusedasevidence.

� Astudent’swri5ngsaboutwhattheyknowallowsaninstructortoiden5fymisconcep5onsandguidestudentstoreconstructconceptscorrectly.

� Studentslearningtomakeaclaimbasedonevidenceisanimportant21stCenturyskill.

Using Explanations to Evaluate Understanding


The Phenomenon of Gravitational Potential Energy


Gravitational Potential Energy Phenomenon

PROBLEM:

Does the initial height of a ball affect the height of the bounce?

�  Follow the directions and procedure from the handout.

�  Record your data. � Write an scientific explanation

about what you observed.


q  Claim –a statement that answers the question.

q  Evidence – data gathered through observations and interactions with the phenomenon that supports the claim.

q  Reasoning – justification (scientific principles) used as evidence to support the claim.

q  Rebuttal � justification explaining why the evidence could support a different claim.

This is a higher cognitive process and adds rigor to the argumentation.

The Explanation Framework

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Feedback Rubric Krajcik and McNeil


When scientists and engineers are writing explanations,

they are not describing their investigation;

they are explaining how their investigation supports or refutes the current scientific knowledge-base at the time.

Evidence-based Explanations


The Practices of Scientists and Engineers

1.  Asking questions and defining problems

2.  Developing and using models

3.  Planning and carrying out investigations

4.  Analyzing and interpreting data

5.  Using mathematics and computational thinking

6.  Constructing explanations and designing solutions

7.  Engaging in argument from evidence

8.  Obtaining, evaluating, and communicating information


Scientific Explanation Framework

“Byevalua5ngevidencetodetermineifitisreasonablebasedonscien5ficknowledge,aclaimcanbemade.”

McNeill,Suppor&ngStudentExplana&onsinScience(2012)


Whatdoyouclaimhappened?Whatevidencecanyouobserve?

Whatreasonsdoyouhaveforconnec5ngspecificevidenceyouhaveobservedtoyour

claim?

My dog ran away.

There is a loose plank and a hole under the fence. My dog’s chain is broken. There is a hole under the fence big enough for him to fit through.

My dog is not on his chain, where I left him. He likes to dig and run out of the yard. He is strong enough to break his own chain.


�  Providing a definition

�  Identifying something that occurred

�  Giving opinions based on emotions or feelings

�  Based on a belief system that requires blind acceptance without evidence.

�  Identifies the underlying chain of causes and effects.

�  Sites documented evidence, data, and models to support or refute an explanation of a phenomenon.

�  Identifies gaps or weaknesses in the accounts of others.

�  Provides a link to scientific theory with observations of the phenomena.

Evidence Based and Non-Evidence �Based Explanations for Phenomenon


Evidence then Claim,

And Rebuttal

“Byevalua5ngevidence,basedonscien5ficknowledgefromdifferentperspec5vesandexper5se,itisreasonabletomaketwovalidclaims.”

McNeill,Suppor&ngStudentExplana&onsinScience(2012)


Has the level of your skill level changed?

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10 �  Discuss your new level of proficiency with your shoulder partner

�  Share with your partner how you will implement this STEM strategy with your students?


Visit us in the Exhibit Hall at the STEMscopes Booth!


PDF of the Presentation PDF of the Handout

Claim-Evidence-Reasoning

On the back page of the handout is how to get in touch with us to learn more about the STEMcoach PD available through STEMscopes and through our online resources.

Claim-Evidence-Reasoning · 2019. 12. 5. · STEMscopes PD ALI 2017. q Claim–a statement that...

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