Science and Engineering Practices: Models and Argumentation “Leading for educational excellence and equity. Every day for every one.”

Science and Engineering Practices: Models and

Argumentation

“Leading for educational excellence and equity. Every day for every one.”

• Experience emerging science instructional practices from research that supports Minnesota standards

• Learn skills at facilitating learning through students developing models.

• Develop strategies for leading productive student talk and discussions that facilitate learning.

Workshop Goals

education.state.mn.us 2

The 2009 Minnesota Science Standards

Nature of Science & Engineering

• Improved knowledge about learning and teaching science

• Opportunities to improve current teaching practice

• A window of opportunity nationally

New Science Learning Research

I. Scientific and Engineering Practices

II. Crosscutting Concepts

III. Core Ideas

Three Dimensions of Science Learning


Science and Engineering Practices


Science and Engineering Practices

1. Asking Questions (Science) and Defining Problems (Engineering)

2. Developing and Using Models

3. Planning and Carrying Out Investigations

4. Analyzing and Interpreting Data

5. Using Mathematics, Information and Computer Technology, and Computational Thinking

6. Constructing Explanations (Science) and Designing Solutions (Engineering)

7. Engaging in Argument from Evidence

8. Obtaining, Evaluating, and Communicating Information

Framework Page 42

A. To show students what some aspect of a physical phenomenon looks like

B. To help students remember or reinforce ideas presented in class

C. To assess students’ ideas

D. To help students develop or reason with ideas

Poll – How do you use models?


Models Discussion

Think, Pair, Share:• What is an example of a

model you use in your class?

• How does it assist in learning science concepts?

9

Student Hat - Exploring Air1. Fill the syringe with air by pulling the plunger back

halfway.

2. Block the end of the syringe with your finger.

3. While keeping the end of the syringe blocked with your finger, push the plunger in as much as you can.

4. While still blocking the end of the syringe, pull the plunger back as far as possible but not all the way out.

Create a model to illustrate your explanation for this phenomena and the describe the evidence to support your explanation.

Individual Activity


• Sample phrases to use during activity:– I hear you say that (rephrase their idea) __________– I agree with your idea because I notice _____________– I disagree with your idea because _______________– Could you explain what you mean by ___________?– I think ________ because _____________.– I can add to that by _____________

Discussion Talk Phrases


• What are similarities to your models?• What are differences?• Using evidence from both experiences, create a

new model to explain the phenomena.

Pair with another person


Pair with another group

• What are similarities to your models?• What are differences?• Using evidence from both experiences, create a

new model on chart paper.

• My original claim was ______________, another group’s claim is _______________.

• I now think that _____________ because ________________ (evidence).

Reflection


• What were instructional strategies that led students to develop explanations based upon evidence.

• Which talk moves did you hear in your discussion? How did it impact the discourse?

• Reflect upon the limitations the models have in forming an explanation.

Teacher Hat - Discussion


Taking Science to School, Ready, Set, Science!

1. Model Development – Helping students move from one model to another.

• A scientific model is an abstract, simplified representation of a system that makes features explicit and visible

• A model can be used to generate questions, predictions or explanations

• If the model is only descriptive and doesn’t help to answer a question about how or why, then it is NOT a scientific model


1. Form a question from phenomena

2. Develop an initial model

3. Investigate to collect empirical evidence to see how well the model applies

4. Refine model

5. Evaluate model through discourse and consensus development

6. Apply model to new situations and predictions

Instructional Practices to support model making


2. Science Talk – Argumentation


• Reasoning from evidence that requires students to justify a claim about the world

• The process of defending explanations by carefully ruling out alternative explanations.

National Research Council, 2007,8

1. Provide a framework

2. Model and describe the framework

3. Provide them with examples

4. Have them critique each other’s written arguments

5. Allow them to debate ideas

6. Provide them with various scaffolds

How can I support my students with argumentation


Progression


http://www.scimathmn.org/stemtc

• [email protected], Science Content Specialist

• [email protected], STEM Integration Specialist

• Framework for K-12 Science Education, www.nap.edu (free download) also Ready, Set, Science

• Mn Frameworks for Mathematics and Science www.scimathmn.org/stemtc– Framework under Standards Tab

• Mn Science Teachers Assn. www.mnsta.org

Contacts and Resources

mailto:[email protected]

mailto:[email protected]

http://www.nap.edu/

http://www.scimathmn.org/stemtc

http://www.mnsta.org/

Documents

Science and Engineering Practices: Models and Argumentation “Leading for educational excellence and equity. Every day for every one.”