Science and Engineering Practice 8: Obtaining, Evaluating, and Communicating Information

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1 Science and Engineering Practice 8: Obtaining, Evaluating, and Communicating Information

2 Session Goals Increase understanding of NGSS Practice 8: Obtaining, evaluating, and communicating information Use a research-based strategy to help students develop their ability to communicate and critique ideas in groups

3 Welcome! Briefly introduce yourself Name Role in organization What made you decide to come to this session?

4 Communicating like a scientist What would be your best hopes for how students would talk and think about this demonstration?

5 Communicating in Scientific Ways Where did this strategy come from? What is this strategy? What does it look like in the classroom?

6 Communicating in Scientific Ways Where did this strategy come from? Strong historical research base TIMMS How People Learn/How Students Learn Current lines of research at BSCS NSF-supported Research STeLLA and STeLLA 2 ViSTA and ViSTA Plus ReSPECT

7 Communicating in Scientific Ways Where did this strategy come from? What is this strategy? What does it look like in the classroom?

8 Communicating in Scientific Ways Read the overview of the Student Thinking Lens Strategies What ideas resonate with you? Read the summary document for communicating in scientific ways What are the purpose and key features of this strategy? How could using this strategy help students talk and think more like scientists?

9 Let s Practice! Watch the video demonstration. Use your communicating in scientific ways sentence stems to think about and talk about the phenomena in the video. Record possible statements on sticky notes Be ready to share your ideas.

10 Communicating in Scientific Ways Where did this strategy come from? BSCS Strategies for Effective Science Teaching: Using the Student Thinking and Science Content Storyline Lenses STUDENT THINKING Lesson Analysis Conceptual Framework Learning to analyze science teaching through two lenses SCIENCE CONTENT STORYLINE allows you to learn and use strategies for more effective science teaching What is this strategy? What does it look like in the classroom? STRATEGIES TO REVEAL, SUPPORT, AND CHALLENGE STUDENT THINKING 1. Ask questions to elicit student ideas and predictions 2. Ask questions to probe student ideas and predictions 3. Ask questions to challenge student thinking 4. Engage students in interpreting and reasoning about data and observations 5. Engage students in using and applying new science ideas in a variety of ways and contexts 6. Engage students in making connections by synthesizing and summarizing key science ideas SCIENCE TEACHING STRATEGIES TO CREATE A COHERENT SCIENCE CONTENT STORYLINE A. Identify one main learning goal B. Set the purpose with a focus question or goal statement C. Select activities that are matched to the learning goal D. Select content representations matched to the learning goal and engage students in their use E. Sequence key science ideas and activities appropriately F. Make explicit links between science ideas and activities G. Link science ideas to other science ideas 7. Engage students in communicating in scientific ways H. Highlight key science ideas and focus question throughout I. Summarize key science ideas

11 Lesson Analysis: The Basics Viewing Basic #1: Look past the trivial, the little things that bug you. Viewing Basic #2: Avoid the this doesn t look like my classroom trap. Viewing Basic #3: Avoid making snap judgments about the teaching or learning in the classroom you are viewing. Analysis Basic #1: Focus on student thinking and the science content storyline. Analysis Basic #2: Look for evidence to support any claims. Analysis Basic #3: Look more than once. Analysis Basic #4: Consider alternative explanations and teaching strategies. BSCS PDPI: SEP #2 Models

12 Lesson Analysis from the Classroom: Tharp Identify clear examples of the CSW sentence stems What did the use of the CSW sentence stems do for students thinking (or not)? What did the teacher have to know and be able to do to make student thinking visible? BSCS PDPI: SEP #2 Models

13 Lesson Analysis from the Classroom: Duin What did students say about the use of the CSW sentence stems and what it did for their thinking? BSCS PDPI: SEP #2 Models

14 Science and Engineering Practice 8 Read the summary of SEP 8 from NGSS Vol. 2 Appendix F What are the key features of this practice? What aspect(s) of this practice are supported by the CSW sentence stems?

15 Variations in Practices BSCS Guide to the NGSS Less. More. Di What are the key components of the chart? Which variation was most consistent in the classroom video? Why do you think so? Why is thinking about these variations important? NGSS Scientific Practice 1. Asking questions (for science) 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 (for science) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information A. Learners are provided an example of or instructions for engaging in the scientific practice. A. Students are provided with scientific questions related to a natural phenomenon. A. Students are provided with questions for probing each other s thinking in a way that encourages scientific discourse. A. Students are provided with models and given their limitations, approximations, and assumptions. They are shown how models can illuminate aspects of a system, and lead to questions, predictions, and explanations about a natural phenomenon. A. Students are provided with a plan for collecting the data needed to address a scientific question (including the controls, dependent and independent variables, and protocols to follow). Students collect the appropriate data. A. Students are shown how to represent and analyze data to identify patterns, trends, or relationships that reveal the meaning or relevance of the results of an investigation so they may be used as evidence. They are shown how to interpret the data in light of relevant models and theories. A. Students are given appropriate mathematical routines and tools for computational thinking, as well as step-by-step instructions for applying them to qualitative or quantitative data sets to represent their ideas, solve problems, describe relationships, and make predictions about natural phenomena. A. Students are provided a causal explanation of a phenomenon and identify how it links scientific ideas with observations and data in order to make sense of some aspect of the natural world. A. Students are given a scientific argument and provided with instructions on how to critically evaluate it in light of the evidence quality, strengths and limitations of the reasoning, and alternative explanations. They are shown a revised argument based on the results of its evaluation. A. Students are given examples of how information from scientific texts can be integrated with current understanding and examples of salient ideas, sources of error, mythological flaws, and distinctions between observations and inferences, arguments and explanations, and claims from evidence. They are provided with step-by-step instructions for presenting results of inquiry to peers. B. Learners are guided in how practice. (Teacher takes a s B. Students are guided in using fram selecting from scientific question phenomenon. B. Students are guided in using fram questions that probe each other encourages scientific discourse. B. Students are guided in using fram them develop and use models a approximations, and assumption models to generate questions, in make predictions, and develop e phenomenon. B. Students are guided in using fram them identify the data needed t and provided with a structure fo data (including identifying contr variables, and protocols to follow appropriate data. B. Students are guided in using fram them represent and analyze dat relationships that reveal the me of an investigation so they may b guided in interpreting the data i theories. B. Students are guided in using app and tools for computational thin routine and tools to qualitative o represent their ideas, solve prob make predictions about natural B. Students are guided in using fram them in constructing a causal ex account) of a phenomenon, link observations and data in order t the natural world. B. Students are guided in using fram them engage in scientific argum evaluate the argument in light o and limitations of the reasoning They are guided to revise their a evaluation. B. Students are guided in using fram evaluating and integrating inform producing text, and for commun inquiry to peers. They are given ideas, sources of error, mytholo between observations and infer explanations, and claims from ev National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on Washington, DC: The National Academies Press.

16 SEP 8 and CSW How could helping students communicate in scientific ways support them in developing practice 8?

17 NGSS Science and Engineering Practices How could you use the CSW sentence stems in your work?

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