Science.8.3.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, giving and receiving feedback on their designs, and justifying their own solutions using the design criteria and evidence.
Supporting Information
Research
Huff, Kenneth L., and Rodger W. Bybee. “The Practice of Critical Discourse in Science Classrooms." Science Scope 36, no. 9 (2013): 29–34. https://www.proquest.com/docview/1412868121?sourcetype=Scholarly%20Journals
Summary: "The Practice of Critical Discourse in Science Classrooms" outlines the purpose and value of conversation, critical discourse, and argumentation in the science classroom. Not only should discourse be used as an exchange of ideas, it also provides an opportunity for reflection on and refinement of ideas and further allows for justification supported by evidence.