BIO.3.C
The student is expected to engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.
Knowledge and Skills Statement
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.
Further Explanation
A typical structure for a discussion is Claim-Evidence-Reasoning (CER). A claim is an answer to a scientific question stated as a fact. Students gather evidence to support their claims. The evidence should justify the accuracy of the claim and include data points, scientific observations, or a summary of data. Multiple sources should support the evidence. The reasoning connects the claim and the evidence logically. It should also explain why the claim is reasonable based on scientific ideas and principles.
Scientists develop and defend their explanations in collaborative discussions with peers (other scientists and engineers) using evidence based on a preponderance of data. Engineers collaborate with their peers through the design process, evaluating others and justifying their own solutions using the design criteria and evidence.
Supporting Information
Research
Brickman, Peggy, Cara Gormally, Greg Francom, Sarah E. Jardeleza, Virginia G.W. Schutte, Carly Jordan, and Lisa Kanizay. "Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims." The American Biology Teacher 74, no.6 (August 2012): 374–379. https://doi.org/10.1525/abt.2012.74.6.4
Summary: Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Working through these projects, students are challenged to evaluate sources of information and communicate their understanding of scientific claims. We discuss challenges that students encounter and offer suggestions for enacting this approach in a general-education college classroom.