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• W345713902 abstract "A Framework for K-12 Science Education identifies eight science and engineering practices for K-12 classrooms. These practices, along with core ideas and crosscutting concepts, define our nation's learning goals for science. An important advance from earlier standards (AAAS 1993, NRC 1996), these practices are clearly identified not as separate learning goals that define what students should know about the process of science. Instead, the scientific practices identify the reasoning behind, discourse about, and application of the core ideas in science. The practices outlined in the framework are: * Asking questions and defining problems * Developing and using models * Planning and carrying out investigations r Analyzing and interpreting data * Using mathematics and computational thinking * Constructing explanations and designing solutions r Engaging in argument from evidence * Obtaining, evaluating, and communicating information In this article, we examine the sixth and seventh practices concerning explanation and argumentation, respectively. The two practices depend on each other: For students to practice explanation construction, they must also engage in argumentation. The Framework elaborates on how inquiry was expressed in prior standards to add an emphasis on the sensemaking aspects of science (Bybee 2011). The notion of practices moves from viewing science as a set of processes to emphasizing, also, the social interaction and discourse that accompany the building of scientific knowledge in classrooms. This move toward scientific practice requires that we consider the role of argumentation in building knowledge in science because thoughtful and reflective efforts to design investigations, develop models, and construct explanations require critically comparing alternatives, evaluating them, and reaching consensus. In this article, we first define argumentation and explanation individually and then explore their relationship in classroom examples. Constructing explanations The question Can you that? is answered in various ways in classrooms. Classroom communities may explain by clarifying one's meaning (providing definition), identifying a causal mechanism (explaining why something occurred), or justifying an idea (explaining why one believes the idea) (Braaten and Windschitl 2011). The Framework defines explanations as that link scientific theory with scientific observations or phenomena (Chapter 3), emphasizing that a central form of explanation in science (classroom or professional) is a causal explanation that identifies the underlying chain of cause and effect. This sort of explanation can be evaluated based on whether it can coherently account for--or explain--all of the data students have gathered (Chapter 3). The scientific practice of explanation goes beyond defining or describing a named process and links a chain of reasoning to the phenomenon to be explained. So rather than asking students simply to cellular respiration, we might ask them to why a person's exhaled air contains less oxygen than the inhaled air. The explanation should not only describe respiration but also produce a causal chain that fits the evidence that leads to a claim about why oxygen is needed. Such a chain might specify where glucose goes within the body and what materials can enter and exit cells and conclude that a chemical reaction requiring both glucose and oxygen must take place in cells to convert energy to a usable form (Chapter 9). In articulating goals for explanation, the Framework highlights the process of evaluating ideas to reach the best explanation, including that students should be able to: * Use primary or secondary scientific evidence and models to support or refute an explanatory account of a phenomenon. * Identify gaps or weaknesses in explanatory accounts (their own or those of others). …" @default.
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• W345713902 date "2012-04-01" @default.
• W345713902 modified "2023-09-25" @default.
• W345713902 title "Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding a Framework for K-12 Science Education" @default.
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