CHEM.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
Walker, Joi Phelps, Andrea Gay Van Duzor, and Meghan A. Lower. "Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory." Journal of Chemical Education 96, no. 3 (2019): 435–444.
https://doi.org/10.1021/acs.jchemed.8b00745
Summary: Scientific argumentation is a key means by which students make sense of content and processes in inquiry-based instruction. In scientific argumentation students make a claim that they support with evidence and provide reasoning as to how the evidence supports the claim. This study examines student argumentation within a two-semester general chemistry laboratory sequence at a minority-serving, comprehensive university in the Midwest. The university employs the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction.