Brainstorming: What kinds of things do scientists spend their time on? The ReSTEM Institute: Reimagining & Researching STEM Education What kinds of things do students spend their time on during school science?

The ReSTEM Institute: Reimagining & Researching STEM Education

The ReSTEM Institute: Reimagining & Researching STEM Education

The ReSTEM Institute: Reimagining & Researching STEM Education

Scientific Practices from NGSS 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 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information The ReSTEM Institute: Reimagining & Researching STEM Education

What does “argument” and “argumentation” mean to you? What are the differences between everyday arguments and scientific argumentation? The ReSTEM Institute: Reimagining & Researching STEM Education Engaging in argument from evidence = Scientific Argumentation

In a classroom science activity, students pour sugar grains into a glass of hot water and then stir. The class makes 3 observations after stirring: 1. The sugar can no longer be seen. 2. The water tastes sweet. 3. The weight of the water glass and the sugar before it was added to the water is the same as the weight of the water glass after the sugar was stirred in. The ReSTEM Institute: Reimagining & Researching STEM Education

1. The sugar can no longer be seen. 2. The water tastes sweet. 3. The weight of the water glass and the sugar before it was added to the water is the same as the weight of the water glass after the sugar was stirred in. The ReSTEM Institute: Reimagining & Researching STEM Education The classroom teacher asks if the students think sugar remains in the water. Laura: “I think the sugar is gone.” Mary: “I think the sugar is still there.”

1. The sugar can no longer be seen. 2. The water tastes sweet. 3. The weight of the water glass and the sugar before it was added to the water is the same as the weight of the water glass after the sugar was stirred in. The ReSTEM Institute: Reimagining & Researching STEM Education Laura: “I think the sugar is gone.” Mary: “I think the sugar is still there.” Both students have made a CLAIM, but neither uses EVIDENCE to support her claim. What evidence could be used in support of each claim?

Scientific arguments require a claim and evidence supporting that claim. Strong scientific arguments provide explicit reasoning that links the evidence to the claim. The ReSTEM Institute: Reimagining & Researching STEM Education From Laura’s argument: Before stirring, we could see the sugar. After stirring, we could no longer see the sugar. If the sugar remained, we would be able to see it. Therefore, the sugar is gone.

Scientific arguments require a claim and evidence supporting that claim. Strong scientific arguments provide explicit reasoning that links the evidence to the claim. The ReSTEM Institute: Reimagining & Researching STEM Education Evidence Claim Reasoning

1. The sugar can no longer be seen. 2. The water tastes sweet. 3. The weight of the water glass and the sugar before it was added to the water is the same as the weight of the water glass after the sugar was stirred in. The ReSTEM Institute: Reimagining & Researching STEM Education Mary: “I think the sugar is still there.” State a complete argument (with a claim, evidence and reasoning) consistent with Mary’s response.

1. The sugar can no longer be seen. 2. The water tastes sweet. 3. The weight of the water glass and the sugar before it was added to the water is the same as the weight of the water glass after the sugar was stirred in. The ReSTEM Institute: Reimagining & Researching STEM Education The weight of the glass after stirring is the same as the weight of the glass plus the sugar. If the sugar was no longer present, the weight of the overall system would decrease. Therefore, the sugar must be in the water. But what about the fact that the sugar can no longer be seen?

The ReSTEM Institute: Reimagining & Researching STEM Education The weight of the glass after stirring is the same as the weight of the glass plus the sugar. If the sugar was no longer present, the weight of the overall system would decrease. Therefore, the sugar must be in the water. It is true that we can no longer see the sugar, but not being able to see a substance does not mean that it can’t be there. We can’t see oxygen, but we know it is in the air. REBUTTAL

A conversation from the Sadler family table… Noah: Did you know that tangerines are grown in Argentina? Troy: I did know that Argentina grew a lot of citrus fruit, so it makes sense that they grow tangerines. How do you know that tangerines are grown in Argentina? Noah: You can rearrange the letters in Argentina to spell tangerine. Troy: What?!?! Noah (with a big grin): If the letters in the name of a place can be rearranged to spell something, then they must make that thing in the place. The ReSTEM Institute: Reimagining & Researching STEM Education

Consider a science lesson or activity that you do with your students… How could you modify the experience so that students had opportunities to engage in argumentation? Writing arguments? Group argumentation? Analyzing arguments? Finding evidence to support arguments? The ReSTEM Institute: Reimagining & Researching STEM Education

Thanks for your participation Contact me with your questions: Troy Sadler Check out the ReSTEM Institute website: Look for “Presentations” link for a copy of the PPT. Follow us on Twitter: The ReSTEM Institute: Reimagining & Researching STEM Education