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Knowledge and Skills Statement

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

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.

factual information (such as observations, measurements, or statistics) used as a basis for reasoning, discussion, or calculation; often includes both useful and irrelevant or redundant information and must be processed to be meaningful

 data that supports a hypothesis or an argument and are observable through the senses or technology

a qualitative description of how a specific phenomenon works which is generally accepted by the scientific community

a general scientific concept, supported by evidence, that aids in defining the nature of an object or in defining a process and is adapted as new evidence is discovered

well established and highly reliable explanations which is based on natural and physical phenomena and is capable of being tested by multiple independent researchers; may be subject to change as new areas of science and new technologies are developed; explain why phenomena occur

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:  This study examines student argumentation within a two-semester general chemistry laboratory sequence at a minority-serving, comprehensive university in the Midwest, which employed the Argument-Driven Inquiry (ADI) instructional model for laboratory instruction.