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Student thinking lens-  MOOO video- the why - get students to think and answer "why" is the answer correct?
The strategies help us help students think like a scientist- tools to help us as teachers support students
If we only elicit student ideas without providing opportunities to challenge ideas throughout then we aren't really having a student thinking lens

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Scientists argue about concepts in order to create stronger explanations and not to convince someone that they are “right.” This concept is tricky for students to understand and it needs to be taught explicitly. By constructing arguments and explanations they develop a scientific habit of mind that they can use on their own. One framework that could be used is Claim, Evidence and Reasoning to think through their explanation and when making their arguments. In classroom argumentation requires guidance from the teacher to have students listen to each other.

An explanation is based on evidence and is often logical, although not always.An argument is the explicit reasoning that goes individually and collectively on how the explanation helps explain the explanation.

Help students understand science is a way of looking at the world to understand and explain what is happening and how it happens
Explanations help students develop a storyline of how observable events happen
Arguments help students test their own explanations and those of others.

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To have students engage in arguments using evidence and to make sense of scientific ideas.

The purpose of an explanation is to answer a wondering. The purpose of an argument is to justify how/in what ways the explanation (based on evidence) makes “sense”.

Explanations help students answer scientific questions with a collection and analysis of data. Arguments help students have conservations to justify and support new ideas and address questions about their experiment, interpret data and the logic used to justify a conclusion

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We need to teach students to collect and represent data during various scientific activities. They should also be taught how to analyze their own data and data from other sources. When they interpret the data they need to be taught how to look for patterns in the data and find relationships in scientific ideas. Students need to be taught to see the difference between observations and interpretations, write complete statements about the data, and use various graphs and diagrams.

Is done by the student and is done individually and/or with others (social interaction). It requires simple and/or complex tools. And, it requires active thinking.

Organizing data- students construct tables, graphs or diagrams
Analyze data- identify patterns, find similarities and differences or use concepts of statistical analyses
interpret data- Bring meaning to the patterns of the data and find relationships using science ideas and knowledge/data in their experience, connect observations or patterns to science ideas or use data to answer a question
Happen anytime during lesson when investigating phenomena
Anytime to help develop understanding new ideas
Anytime when you can apply new ideas to make sense of data

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To get students to organize, analyze and interpret various forms of data.

Is for students to organize, analyze, and interpret data.

Students need to learn how to organize, present and analyze data so that they are able to reveal patterns and uncover cause and effect or correlational relationships. The purpose is to help students make sense of data and observations so that they can use them as evidence in constructing explanations of phenomena or solving problems

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What does engage students in Scientific ways mean?

Students Struggle with reasoning of data- quick with evidence but need scaffold to get to claim, still struggle with reasoning

We can support students with reasoning with sentence stems in CSW

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They need to be taught explicitly how to communicate, understand the norms for presenting scientific arguments and evidence, and interact with peers using scientific investigations. It is not just about using scientific terms, instead it is about scientific ways of thinking and communicating.

Students benefit from sharing ideas with peers, building interpretive accounts of data and working together to discern which accounts are most persuasive

Student thinking is revealed more clearly as they learn to think and communicate using scientific norms of discourse

Values the use of evidence, coherent reasoning and consistency with explanations with data

Learn to use scientific discourse to propose new ideas or explanations, to support ideas with evidence and to agree/disagree with one another

Needs to be explicitly taught- can be done with sentence starters or model conversations for example

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To get students to think and communicate like scientists.

To help students think more like scientists, develop scientific habits of mind and engage in scientific discourse

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Strategy 7: Engage students in constructing explanations and arguments

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Strategy 7: Engage students in constructing explanations and arguments

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Strategy 5: Engage students in analyzing and interpreting data and obeservations

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Strategy 5: Engage students in analyzing and interpreting data and obeservations

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Strategy 4: Communicating in Scientific Ways

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Strategy 4: Communicating in Scientific Ways