TIP #9 - Science & Engineering Practice: Engaging in Argument from Evidence
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Evidence-Based Arguments:
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Despite what a lot of young minds (and a few older ones) might think, science is less about “knowing with absolute certainty” and more about “figuring out the most reasonable explanation given the existing evidence”. This is why it is so crucial that students have exposure to and practice using the Scientific and Engineering Practice of Engaging in Argument from Evidence right from the very beginning.
Contentious title aside, Engaging in Argument from Evidence, along with Asking Questions and being Open to Revision in Light of New Evidence, are core tenents of critical thinking and the pursuit of knowledge—scientific or otherwise. Being able to evaluate a theory or explanation, articulate the supporting—or refuting—facts and observations, and understand the difference between evidence and opinion, are skills that benefit all members of society. And they are skills that we must enable our students to practice every day.
Not only does this support the development of the whole student, but it teaches young learners that science is about searching for answers from the available information vs. memorizing—or knowing—a bunch of facts.
Contentious title aside, Engaging in Argument from Evidence, along with Asking Questions and being Open to Revision in Light of New Evidence, are core tenents of critical thinking and the pursuit of knowledge—scientific or otherwise. Being able to evaluate a theory or explanation, articulate the supporting—or refuting—facts and observations, and understand the difference between evidence and opinion, are skills that benefit all members of society. And they are skills that we must enable our students to practice every day.
Not only does this support the development of the whole student, but it teaches young learners that science is about searching for answers from the available information vs. memorizing—or knowing—a bunch of facts.
The CreositySpace approach
Throughout CreositySpace units, students are asked to propose an explanation or a solution to a given scenario and then to justify their answer based on what they read, observed, researched, or experienced. Emphasis is placed on identifying rational connections between evidence and explanations to help students learn the difference between unsupported opinions and logical conclusions. A few examples from the Water Watchers unit are described below.
One of the major investigations in this unit is a water filtration experiment in which students must design, and redesign, a water filter based on an agreed set of criteria. As groups test out the performance of their design they must discuss and propose design changes based on their observations, or the evidence, from previous trials.
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The translation of the skill into other subject areas is a component of many cross curricular activities found throughout each unit. This provides both an opportunity for additional practice of this “science” standard while also reinforcing the deeper connection between “science skills” and “ELA skills”. For example, one writing activity asks students to write a letter to their neighbor on why they should protect a nearby stream.
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Click here to learn more about our K-5 science units and supplemental curricula.
