Science.K.3.B
The student is expected to
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
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.
Supporting Information
Research
Monteira, Sabela F., and María Pilar Jiménez-Aleixandre. 2015. “The Practice of Using Evidence in Kindergarten: The Role of Purposeful Observation.” Journal of Research in Science Teaching 53, no. 8 (July 2015): 1232–1258. https://doi.org/10.1002/tea.21259.
Summary: This article explains how evidence can benefit kindergarteners by providing the results of a study including early childhood students. This study found that having students practice using purposeful observation as a method is beneficial and helps students develop a deeper understanding of the content they are studying.
Research
Poe, Mya, Neal Lerner, and Jennifer Craig. 2010. "Learning to Communicate in Science and Engineering: Case Studies From MIT." Amsterdam: The MIT Press. https://doi.org/10.7551/mitpress/7702.001.0001
Summary: In this book, Learning to Communicate in Science and Engineering: Case Studies From MIT, the author includes studies of students from diverse backgrounds as they partake in various science and engineering classes that are communication-heavy. Students are tasked with the challenge of writing and communicating like scientists.