Science and Engineering Practices: Models and Argumentation

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

2. Workshop Goals education.state.mn.us 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.

3. The 2009 Minnesota Science Standards Nature of Science & Engineering

4. New Science Learning Research • Improved knowledge about learning and teaching science • Opportunities to improve current teaching practice • A window of opportunity nationally

5. Three Dimensions of Science Learning education.state.mn.us Scientific and Engineering Practices Crosscutting Concepts Core Ideas

6. Science and Engineering Practices education.state.mn.us

7. 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

8. Poll – How do you use models? education.state.mn.us 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

9. 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?

10. Student Hat - Exploring Air 1. 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.

11. Individual Activity education.state.mn.us Create a model to illustrate your explanation for this phenomena and the describe the evidence to support your explanation.

12. Discussion Talk Phrases education.state.mn.us • 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 _____________

13. 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. education.state.mn.us What are similarities to your models? What are differences? Using evidence from both experiences, create a new model to explain the phenomena.

14. Reflection education.state.mn.us My original claim was______________, another group’s claim is _______________. I now think that _____________ because ________________ (evidence).

15. Teacher Hat - Discussion education.state.mn.us 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.

16. education.state.mn.us 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

17. Instructional Practices to support model making education.state.mn.us Form a question from phenomena Develop an initial model Investigate to collect empirical evidence to see how well the model applies Refine model Evaluate model through discourse and consensus development Apply model to new situations and predictions

18. 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 education.state.mn.us 2. Science Talk – Argumentation

19. How can I support my students with argumentation education.state.mn.us 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

20. Progression education.state.mn.us

22. Contacts and Resources • John.C.Olson@state.mn.us, Science Content Specialist • Doug.Paulson@state.mn.us, 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