LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
Preparing for NGSS: Engaging in
Argument from Evidence
Presented by: Joe Krajcik
December 4, 2012
6:30 p.m. – 8:00 p.m. Eastern time
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Developing the Standards
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Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
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NGSS Development Process
In addition to a number of reviews by state teams
and critical stakeholders, the process includes two
public reviews.
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1st Public Draft was in May 2012
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2nd Public Draft is coming soon
Final Release is expected in the Spring of 2013
IT’S NOT OUT YET!
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A Framework for K-12 Science Education
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Released in July 2011
Developed by the National Research Council at the
National Academies of Science
Prepared by a committee of Scientists (including Nobel
Laureates) and Science Educators
Three-Dimensions:
„ Scientific and Engineering Practices
„ Crosscutting Concepts
„ Disciplinary Core Ideas
Free PDF available from The National Academies Press (www.nap.edu)
Print Copies available from NSTA Press (www.nsta.org/store)
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
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)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
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Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
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Disciplinary Core Ideas
Life Science
Physical Science
LS1: From Molecules to Organisms:
Structures and Processes
PS1: Matter and Its Interactions
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
LS4: Biological Evolution: Unity and Diversity
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering,
Technology, Science, and Society
ESS3: Earth and Human Activity
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Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas,
and crosscutting concepts into a single statement of what
is to be assessed.
They are not instructional strategies or objectives for a
lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas,
and crosscutting concepts into a single statement of what
is to be assessed.
They are not instructional strategies or objectives for a
lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas,
and crosscutting concepts into a single statement of what
is to be assessed.
They are not instructional strategies or objectives for a
lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of
the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2)
combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas,
and crosscutting concepts into a single statement of what
is to be assessed.
They are not instructional strategies or objectives for a
lesson.
Engaging in Argument from Evidence
Joe Krajcik
Michigan State University
CREATE for STEM Institute
The opinions expressed herein are those of the authors and not necessarily those of the Achieve or the NRC. 23
Who am I ?
• Professor in science education at Michigan State University
• Director of CREATE for STEM – Institute for Collaborative Research in Education, Assessment and Teaching Environments for STEM
• Previously faculty member at the University of Michigan for 22 years
• Taught high school chemistry for 8 years in Milwaukee, Wisconsin
• Earned my PhD in science education at the University of Iowa • My research focuses on designing learning environments to engage teachers and students in doing science (Project‐based learning)
• Served as the Lead Writer for the Core Ideas in Physical Science for the Framework for K – 12 Science Education
• Currently serving on the Leadership Team of NGSS and as the lead writer for the Physical Science Standards
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Overview
• What does it mean to engage in argument
• Relationship with other practices
• The Framework and NGSS
• Importance of argument in K – 12 schools
• Supporting students in argumentation
• Examples of explanations and solutions
Questions??
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Poll: What is an argument?
When should student use arguments?
A. To refute claims made by other students
B. To defend their claims, designs, and questions
C. Science is about evidence and reasoning so students should never argue
D. To prove a point
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What does it mean to engage in argument?
Scientists engage in argument to
• Defend claims using evidence and reasoning
• Defend models using evidence
• Critique the claims of other scientists
– Look for sufficient and appropriate evidence
Reasons scientists use arguments
Scientist use argument to defend
• Interpretation of data
• Experimental designs
• Method of data analysis
• The appropriateness of a question
Argument from NGSS
In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim’s weaknesses and limitations to obtain the best possible explanation.
Explanations in NGSS (May Draft)
The products of science are explanations and the products of engineering are solutions.
•Explanations in Science
– “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories”
– How or why phenomena occur
– Relies on evidence
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Arguments The process of defending those explanations by carefully ruling out other alternative explanations and building the case that the data collected is sufficient and appropriate to serve as evidence for the current claim. An example (a composite)
Is this an argument: A sixth grade class was exploring the properties of matter. The teacher began class with the following question: Based on the experiment we did yesterday, is gas matter? (a question)
Josh replied: I think gas is matter. (a claim)
Teacher: Why do you say that? What evidence do you have? (teacher support)
Josh: Because yesterday when we blew up the balloon and then weighed it, it weighed more than the empty balloon. So that means the gases that make up air has mass and if something has mass, it must be matter. And because I could blow it up it also takes up space. So air has mass and volume, and is matter! (provides evidence)
Gemma quickly shot up her hand and said: I think it was a bad experiment. We used air from our lungs to blow up the balloon and air from our lungs has water in it. You could even see the water droplets on the side of the balloon. (a counter argument that gas has mass by calling into question the experimental design)
The teacher than asked: What do the rest of you think? (teacher support)
Aubree stated: Well, I agree with Gemma about the air from our lungs having moisture in them. But I also agree with Josh, the air is matter. We should add air in another way.
Dan added: We could do another experiment and blow up the balloon using dry air.
(a response to the counter argument for a better designed experiment)
Final class explanation from their argument
Gases are matter because they have mass and take up space (occupy volume). (Claim) Our evidence for this claim is that when we filled containers, like a volleyball, with dry air, it was heavier than an empty ball. So it has mass. We could also put air into the empty ball but eventually we could not add more air. (Evidence) This showed it takes up space. Matter is anything that has mass and occupies volume. Therefore, gases are matter as they have mass and occupy volume. (Reasoning)
Example from 8th grade life science A group of eighth graders undertook an investigation of population change. Students shared ideas to account for changes in populations of Galápagos finches over time. Students discovered that during a drought most of the birds died, and they attempted to explain why the birds died and why others survived.
The claim
Kelly: Umm, I think it’s because the birds with the smaller beaks died, and the longer beaks were able to have children, and their children had longer beaks, so they survived and the trait was being passed on a lot.
A challenge to the claim
Ina: Umm, I don’t think so. Because we have this graph that shows the wet [season] of 1973 to the dry [season] of 1978, and it jumped up. It wasn’t that the ones with the shorter beaks died. Even the longest beak here is like pretty much even with the middle of the pack in 1978.
Thanks to Iris Tabak and Brian Reiser (2009) Before We Get to Your
Questions…
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Questions???
• Questions about what are arguments? • Questions about how arguments and explanations are the same or different?
• Other questions?
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Poll: What does it mean to engage in argument?
What is the best reason for students to engage in argument?
A. To have students defend their ideas
B. To help students make sense of the world
C. To support students in using evidence
D. To engage in doing science
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Importance of Arguments
• Supports students’ understanding of disciplinary core ideas of science and crosscutting concepts
• Using evidence to construct and critique arguments is a 21st
century skill that can be used across disciplines and outside of the school setting
• Promotes literacy development
• Helps students build an understanding of the nature of science
• Allows students to critically examine claims made in the media
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Where does argumentation fit into the other scientific and engineering practices?
• Scientific and engineering practices ƒ The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world
• Engage in science as a set of related practices
• Shows how science is really done!
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
Engage in science as a set of related practices
Shows how science is really done!
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
How scientific and engineering practices work together
1. Asking questions and defining problems
5. Using mathematics and computational thinking
2. Developing and using models
6. Developing explanations and designing solutions
3. Planning and carrying out investigations
7. Engaging in argument from evidence
4. Analyzing and interpreting data
8. Obtaining, evaluating, and communicating information
Standards integrate core ideas, crosscutting ideas, and practices
• “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4)
• “Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas.”
• “These expectations should require that students demonstrate knowledge‐in‐use and include criteria for identifying successful performance.” (NRC 2011, Rec 5).
Creating performance expectations from core idea + practice + crosscutting concepts
Crosscutting concepts: patterns
Practice: Constructing Arguments Core idea: Nature of matter (grade 8): All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties …that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.
Creating performance expectations from core idea + practice + crosscutting concepts
Crosscutting concepts: patterns
Practice: Constructing Arguments Core idea: Nature of matter (grade 8): All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties …that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.
Performance expectation: Construct an argument to defend the claim that the motion of molecules changes as the temperature increases.
NGSS: Sample Performance Expectations (not actual)
Elementary
• Construct an argument using evidence to support a claim about the relationship between the change in motion and the change in energy of an object. (4.E Energy)
Middle School
• Construct an argument using evidence to support or refute the value of different methods for investigating the causes of ecosystem change in order to better understand how to stabilize populations. (MS.MEOE Matter and Energy in Organisms and Ecosystems)
High School
• Construct arguments to support the claim that natural resource availability has guided the development of human society. (HS.ESS‐HS Human Sustainability)
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Blending of practices, crosscutting concepts, and core ideas
Crosscutting Concepts
• Not separate treatment of “content” and “inquiry”
• Curriculum materials need to more than present and assess scientific ideas –
they need to involve learners in using scientific practices to develop and apply the scientific ideas.
Practices
Core Ideas
Learning develops over time
• Learning is constructed and reworked over time
• Learning difficult ideas takes time and often comes together as students work on a task that forces them to synthesize ideas • Learning is facilitated when new and existing knowledge is structured around the core ideas
• Developing understanding is dependent on instruction
Progression of argument
Greater sophistication
Grades K ‐ 2 Grades 3 ‐ 5
Make a claim and use evidence
Construct and support scientific arguments drawing on evidence, data, or a model. Consider other ideas.
Middle School
High School
Construct and present oral and written arguments supported by empirical evidence and reasoning to support or refute an explanation for a phenomenon.
Construct a counter‐
argument that is based in data and evidence that challenges another proposed argument. By Grade 12, students should be able to:
• Construct a scientific argument showing how data support a claim.
• Identify possible weaknesses in scientific arguments, appropriate to the students’ level of knowledge, and discuss them using reasoning and evidence.
• Identify flaws in their own arguments and modify and improve them in response to criticism.
• Recognize that the major features of scientific arguments are claims, data, and reasons and distinguish these elements in examples.
• Read media reports of science or technology in a critical manner so as to identify their strengths and weaknesses.
Before We Get to Your
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Questions???
• Questions about performance expectations?
• Question about how arguments will be used in the NGSS?
• Other questions?
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Poll: Supporting students in constructing arguments What do you think will be most challenging about incorporating argumentation into your teaching?
A. Having students use evidence
B. Providing alternative explanations
C. Students being respectful of other students’ ideas
D. Supporting students in writing arguments
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Student challenges
• Using evidence to support their ideas
– Can rely on their own opinions and/or have difficulty using sufficient evidence
• Explaining why their evidence supports their ideas
– Can have difficulty articulating this link and/or using scientific principles
• Considering alternative claims
– Can focus on one idea
• Revising arguments based on new evidence
• Taking into consideration the viewpoints of others
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How can I support students in argumentations?
1. Provide a framework
2. Model and describe the framework
3. Provide them with examples
4. Let them know why it is important
5. Have them critique each other’s written arguments
6. Allow them to debate ideas
7. Provide them with various scaffolds
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CER Framework
Adapted from Toulmin (1958)
Claim
• a conclusion about a problem (answers a questions)
Evidence
• scientific data that is appropriate and sufficient to support the claim
Reasoning
• a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles
Counter claim
• describes other plausible claims Rebuttal
• provides counter evidence and reasoning for why the alternative is not appropriate
Model and describe the framework
Making a claim using a common example
Teacher: So if I say, Brett Favre is the best quarterback that ever lived. If I made that claim what is that the answer to? Say it again?
Student: Who’s the best quarterback?
Teacher: Who’s the best quarterback? So I think Brett Favre’s the best quarterback that ever lived. Introducing evidence
Teacher: If I’m going to make a claim, such as the one I did about Brett Favre, what would you say to me? Sean?
Sean: That’s an opinion. Teacher: Oh. That’s an opinion? Well, and what else would you want to know?
Students: Facts. Data.
Teacher: Facts and data. Not necessarily opinions. So if I am going to back it up with facts or data, what do we call that? What’s another scientific name for that? Students: Evidence. Evidence.
Thanks to Ann Novak
Allow them to debate ideas
• Give students permission to disagree
– Allow all students to have a voice • Establish norms for acceptable behavior
– Use evidence and reasons to support claims
– Don’t allow students to put down other students’ ideas
– Don’t let students talk when someone else is talking to the class
• Help students learn to listen
Provide students with scaffolds
Use various questions to help students clarify
• What evidence do you have?
• Why do you agree or disagree? What are your reasons? What is your evidence?
• What could be some other possible claims? Do you have evidence?
• Do you agree with the points being made? Why? Who has a different opinion? • Why are you using that as evidence and not the other data? How would your claim change if you used all the data?
• How is that idea related to what was previous discussed? What reasons do you have for saying that?
My dream: engage students in constructing arguments throughout the K – 12 curriculum
Students of all ages and backgrounds can take part in argumentation!
Greater sophistication
Grades K ‐ 2 Grades 3 ‐ 5
Make a claim and use evidence
Construct and support arguments drawing on evidence, data, or a model. Consider other ideas.
Middle School
High School
Construct and present oral and written arguments supported by empirical evidence and reasoning to support or refute an explanation for a phenomenon.
Construct a counter‐
argument that is based in data and evidence that challenges another proposed argument. A second grade class studying the behavior of mealworms – a class discussion
Teacher: The guinea pig needs water and gets water from the water bottle. Do you think mealworms need water too? (Question)
Seesia: No, they don't need water. (Claim)
Teacher: Why do you say that? (teacher provides a support for evidence and further clarification)
Seesia: They don't have any water in there. (Evidence)
Heaven: Yes they do! All living things need water to drink. Or else they die. (Counter claim)
Teacher: Heaven, say more about that. (promoting for more evidence and further clarification)
Heaven: Animals and plants die with no water. There was this plant that we had. And it didn't get water for a while and died. If our mealworms didn't have water already they would all be dead. (Evidence and reasoning)
Charlie: There is no water in there. Where do they get the water? (counter argument)
Teacher: Who has an idea? Where can the mealworms get water? (promoting for evidence and further clarification)
Kurt: They don't have water in the container, but they have to have water. Maybe they got it in the carrot. They eat the carrot but they can get water too. They can get the water in the juice. (Evidence to support counter‐claim)
Lilia: There is juice in the carrot. Juice is kind of like water; it’s like a different type of water. That is the where they get the water, in the carrot. (More evidence to support counter‐claim) Thanks to Emily Miller
7th grade written example of argument
Students are exploring the water quality of a stream
Written response:
Our stream is somewhat healthy with a standard between good and fair and can support some organisms but not all. (Claim)
Students provide evidence:
My partner thought that the reason the conductivity levels might be so bad is that there might be leftover salt from last year. (Counter claim)
Well I don’t have any solid evidence to contradict this theory, I do have critical thinking on my side. We were told that in pervious years of testing the results were much, much worse because it had already snowed and salt had already been put down on the parking lots. Since this year the levels were down so much because
of the lack of salt, that makes me believe that any salt that may be left over isn’t sufficient to affect it that much, because if the salt really was affecting it drastically we would probably be getting closer results to what other testers have gotten in previous years. (Reasoning to support counter claim)
Thanks to Ann Novak
Conclusions
• Arguments build and refute claims using evidence and reasoning
– Explanations, questions, data analysis, and design • Explanations are the final artifacts
• Need to support students if they are going to engage in argumentation
– E.g. “a structure”, “models”, “critiques”, “norms”
• Important to build understanding of argumentation overtime
• All learners can engage in the practice!
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Contact Information
• Joe Krajcik
– [email protected]
– http://create4stem.msu.edu/
– Institute for Collaborative Research in Education, Assessment and Teaching Environments for Science, Technology, Engineering and Mathematics at Michigan State University
Before We Get to Your
Questions…
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Edit -> Preferences -> General -> Visual notifications
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Questions???
• Questions about how to support students in constructing arguments?
• Other questions?
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NSTA Website (nsta.org/ngss)
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Upcoming Web Seminar on Practices
Date
Topic
Speaker
1
9/11
Asking Questions and Defining Problems
Brian Reiser
2
9/25
Developing and Using Models
Christina Schwarz and
CindyPassmore
3
10/9
Planning and Carrying Out Investigations
Rick Duschl
4
10/23
Analyzing and Interpreting Data
Ann Rivet
5
11/6
Using Mathematics and Computational Thinking
Robert Mayes and
Bryan Shader
6
11/20
Constructing Explanations and Designing
Solutions
Katherine McNeill and
Leema Berland
7 12/4
Engaging in Argument from Evidence
Joe Krajcik
8
Obtaining, Evaluating, and Communicating
Information
Philip Bell, Leah Bricker, and
Katie Van Horne
12/18
All take place on Tuesdays from 6:30-8:00 pm ET
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Next Web Seminar
December 18 (two weeks from today)
Obtaining, Evaluating, and Communicating
Information
Teachers will learn more about:
„
„
Presenters:
Philip Bell,
Leah Bricker,
and Katie
Van Horne
„
„
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why and how scientists and engineers must communicate
clearly and persuasively the ideas and methods they
generate;
the importance of critiquing and communicating ideas
individually and in groups;
the multiple ways to communicate information and ideas,
including using tables, diagrams, graphs, models, and
equations, as well as orally, in writing, and through extended
discussions; and
multiple sources to acquire information that are used to
evaluate the merit and validity of claims, methods, and
designs.
Graduate Credit Available
Shippensburg University will offer one (1) graduate
credit to individuals who attend or view all eight
webinars.
Participants must either:
„ Attend the live presentation, complete the survey at the end of
the webinar, and obtain the certificate of participation from
NSTA, or
„ View the archived recording and complete the reflection
question for that particular webinar.
In addition, all participants must complete a 500 word reflection essay.
The total cost is $165.
For information on the course requirements, as well as registration and
payment information visit www.ship.edu/extended/NSTA
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Community Forums
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NSTA Phoenix Area Conference
The conference will include a number of sessions
about the K–12 Framework and the highly anticipated
Next Generation Science Standards.
Among the sessions will be an NSTA sponsored session
focusing on the Scientific and Engineering Practices.
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NSTA Print Resources
NSTA Reader’s Guide
to the Framework
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NSTA Journal Articles
about the Framework
and the Standards
Thanks to today’s presenter…
Joe Krajcik
Michigan State University
Thank you to the sponsor of today’s
web seminar:
This web seminar contains information about programs, products, and services
offered by third parties, as well as links to third-party websites. The presence of
a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.
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National Science Teachers Association
Gerry Wheeler, Interim Executive Director
Zipporah Miller, Associate Executive Director,
Conferences and Programs
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e-Learning and Government Partnerships
Flavio Mendez, Senior Director, NSTA Learning
Center
NSTA Web Seminars
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