Science.dadeschools.net/middleSchool/documents/instructionalResources/NSTA_Claim-Evidence-Reasoning.pdf. Teaching Critical Thinking. Teaching Critical Thinking Reasoning from Evidence to Claims In addition to evaluating the reliability of evidence, one must ask whether the movement from evidence to claims or sub-claims is warranted. Certain tests for reasoning are especially useful in particular fields (e.g., tests of statistical reasoning). However, some questions about reasoning from evidence are widely helpful. Such questions include the following: Is enough evidence provided to warrant generalization? Another approach to evaluating reasoning involves spotting logical fallacies—errors of reasoning which occur so frequently that they have been named.
Attacks on character : Arguing that someone’s ideas should be rejected because he or she has a particular trait, even though the trait isn’t relevant to the discussion. Activities and Assignments (L) Can be done in large section courses What’s the Point? What’s Enough? What’s Missing? Fallacy Scavenger Hunt. Learningcenter.nsta.org/products/symposia_seminars/NSTA/files/HowDoYouKnowThat--HelpingStudentsWriteAboutClaimsandEvidence_12-12-2012. Earth Learning Idea - Innovative, Earth-related teaching ideas. Claim Evidence Reasoning.
By far, the biggest shift in my teaching from year 1 to year 7 has been how much emphasis I now place on evaluating evidence and making evidence-based claims. I blame inquiry. Not inquiry in the generalized, overloaded, science teaching approach sense. Just the word. "Inquiry. " Even now, when I hear the word "inquiry" I still think mainly of asking questions and designing experiments. A bad side effect of thinking in this way was that I would spend far too long having students ask questions and design experiments and very little time evaluating evidence and generating claims.
On good days, when we miraculously got cleaned up before the bell, I might have spent 10 minutes at the end of class telling students what they were supposed to have figured out and students would answer questions like, "Explain how you know mass is conserved in a chemical reaction. " We were very busy and very engaged and learned very little. As part of their lab handout they get a prompt that looks like this: CERWriting. Claim,%20Evidence,%20Reasoning%20with%20Characters. CFAHS-Science. Introducing-cer-framework-vid-2-1-think-sheet.docx. Is-it-a-science-explanation-fa-probe.
Claim, Evidence, Reasoning Example 1. Claims evidence and reasoning presentation. Science CER Handout.pdf. Seattlescience.pbworks.com/w/file/fetch/66242343/Data vs. Evidence - Science Scope.pdf. HowDoYouKnowThat--HelpingStudentsWriteAboutClaimsandEvidence_12-12-2012. Scientific Synopsis - Writing Center - The University of Oklahoma. First a little background… This is by no means a comprehensive guide.
I imagine that an internet search on “science writing” and “writing a synopsis” would turn up similar tips and tricks, including ones that I have perhaps neglected. I have, however, noticed some similar challenges writers face in crafting science synopses and other science reports during my time as a Writing Fellow and Consultant and would like to give you some tips for success in science writing. A synopsis is intended to help you think critically about an article.
Thinking critically means that you have read the article and understand the main points and are able to connect those points to the overarching idea the author is trying to convey. Hopefully you are also able to connect the ideas in your current article to ideas you have read in other articles. My tips fall into two main categories: organization and clear, concise writing.
Organization Be Clear and Concise Say what you mean to say. Don’t write “fluff”. Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation. In an interview with students, MIT's Kerry Emmanuel stated, "At the end of the day, it's just raw curiosity. I think almost everybody that gets seriously into science is driven by curiosity. " Curiosity -- the desire to explain how the world works -- drives the questions we ask and the investigations we conduct. Let's say that we are planning a unit on matter. By having students observe solids and liquids, we have helped them define matter as something that has mass (or weight -- don’t worry about the difference with elementary kids!) And takes up space. Is air matter? Next, we can ask our students what data they need to answer the question, and how they can collect that data -- how they can investigate.
According to the CER model, an explanation consists of: A claim that answers the question Evidence from students' data Reasoning that involves a "rule" or scientific principle that describes why the evidence supports the claim Your students might suggest the following explanation: Claim, Evidence, Reasoning: Tools to Introduce CER in PD and Instruction | Science for All. I have been digging into Joseph Krajcik and Katherine McNeill’s book- Supporting Grade 5-8 Students in Constructing Explanations in Science- and I highly recommend it to any upper elementary and middle school teacher of science.
The book provides a very clear and engaging look at how to use a Claim, Evidence, Reasoning (CER) framework to improve student writing and discourse in science. The CER framework can support not only science explanations but also the Common Core State Standards’ focus on using evidence and argumentation in math and English/Language Arts. As I’ve been moving through the book, I’ve developed some tools that could be useful for professional development providers, professional learning communities, and ultimately students who are engaging with a CER framework. Resources: 1. 2. Is it a Claim? 3. Please let me know if you have any revisions/changes/improvements to any of these documents. Like this: Like Loading...
Is-it-a-claim_-fa-probe. Why Does the Water Rise? This experiment requires the use of matches... and that means adult supervision. Fill a plastic cup up with water. About 9 oz. should do the trick. Add 2 or 3 drops of food coloring to the water. This will make the movement of the water easier to see later on in the experiment. The candle flame heats the air in the vase, and this hot air expands. A common misconception regarding this experiment is that the consumption of the oxygen inside of the bottle is also a factor in the water rising. To further demonstrate how the expansion and contraction of air within a bottle can cause water to rise, try this experiment using hot and cold water: Use the same colored water as you used in the candle experiment. Is-it-evidence-fa-probe.