What's Your Evidence?

Engaging K-5 Children in Constructing Explanations in Science

Carla Zembal-Saul, Katherine McNeill, Kimber Hershberger (Autoren)

Media-Kombination

192 Seiten

2012
Pearson
978-0-13-211726-5 (ISBN)

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By providing a variety of strategies, scenarios, student samples, classroom video clips from across all science content areas, rubrics, and guidelines this book provides teachers with the tools to successfully support young scientists to use evidence to construct scientific explanations.With the view that children are capable young scientists, authors encourage science teaching in ways that nurture students’ curiosity about how the natural world works including research-based approaches to support all K-5 children constructing scientific explanations via talk and writing. Grounded in NSF-funded research, this book/DVD provides K-5 teachers with a framework for explanation (Claim, Evidence, Reasoning) that they can use to organize everything from planning to instructional strategies and from scaffolds to assessment. Because the framework addresses not only having students learn scientific explanations but also construct them from evidence and evaluate them, it is considered to build upon the new NRC framework for K-12 science education, the national standards, and reform documents in science education, as well as national standards in literacy around argumentation and persuasion, including the Common Core Standards for English Language Arts (Common Core State Standards Initiative, 2010).The chapters guide teachers step by step through presenting the framework for students, identifying opportunities to incorporate scientific explanation into lessons, providing curricular scaffolds (that fade over time) to support all students including ELLs and students with special needs, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.ABOUT THE VIDEOAll of the video clips associated with this text were filmed in elementary grade classrooms in central, rural Pennsylvania. None of the lessons were staged or scripted. The video was not professionally recorded or produced given that our aim was to be as non-intrusive as possible in the classrooms in which we were guests. Permissions were secured for all students and teachers appearing in the video clips. We hope those that view the videos are as grateful as we are that these teachers were willing to share their attempts to integrate scientific explanation into their science teaching practices, providing us with insights that would not be possible without these images. They are the true heroes of this work. - Carla L. Zembal-Saul, Katherine McNeill, and Kimber Hershberger

Carla Zembal-Saul is a Professor of science education in the College of Education at Penn State where she holds the Kahn Professorship in STEM Education and currently serves as head of the Department of Curriculum and Instruction. A former middle school science teacher, she has been involved in school-university partnership work for more than fifteen years, and most of her teaching, scholarship, and service take place in that context. Her research focuses on K-6 teacher learning as they engage in professional development aimed at supporting students in talking and writing evidence-based arguments in science. Examining classroom discourse is a fundamental aspect of Professor Zembal-Saul’s work and she employs video analysis as both a research tool and a pedagogical approach for working with teachers. She has published her research findings in numerous book chapters and articles in peer-reviewed journals, and she is active in professional organizations, including the National Association for Research in Science Teaching and the National Science Teachers Association. Carla Zembal-Saul earned her doctorate at the University of Michigan. Katherine L. McNeill is an Assistant Professor of science education at Boston College. A former middle school science teacher, she received her doctorate in science education from the University of Michigan. Her research focuses on how to support students with diverse backgrounds in engaging in scientific explanation and argumentation in both talk and writing. Her research has been generously funded by the National Science Foundation (NSF) and from this work, she has published a book on supporting middle school students, numerous book chapters, and articles in a variety of journals including the Journal of Research in Science Teaching, Science Education, The Journal of the Learning Sciences, and the International Journal of Science Education. In 2011, Professor McNeill received the Early Career Research Award from NARST. She has also conducted numerous workshops at the annual meeting of the National Science Teachers Association (NSTA) and for school districts including the Detroit Public Schools and the Boston Public Schools. Kimber Hershberger is currently a third grade teacher in the State College Area School District (SCASD) in Pennsylvania. She also serves as co-instructor for the science methods course and a mentor teacher for the Penn State – SCASD Professional Development School Partnership. Her involvement in a local professional learning community that focuses on incorporating content storyline and the CER framework in science teaching has been a highlight of her work. She holds degrees from Juniata College (B.S., elementary education) and Penn State University (M.Ed., science education). Kimber Hershberger has co-authored several articles for NSTA journals, including Science and Children and Science Scope. In addition, she has presented numerous times at the annual conference of the National Science Teachers Association, including sessions at the Research Dissemination Conference, about her work on how to scaffold students’ use of claims and evidence through science talks and journals. She loves visiting interesting places like the Galapagos Islands, India, Italy, and Japan and sharing her travel adventures with her students.

Chapter 1: Importance of Engaging K-5 Students in Scientific Explanation Introduction to engaging K-5 students in scientific explanation Why teach children to construct scientific explanations? Scientific explanations in the classroom Connecting science and literacy through scientific explanation Benefits of engaging students in scientific explanations Understanding science concepts Participating in scientific practices Using evidence to communicate convincingly Learning about the nature of science Benefits of scientific explanation for teachers What to expect in elementary grades Check Point Study Group Questions Chapter 2: Framework for Explanation-Driven Science Framework for explanation-driven science Claim Evidence Reasoning Rebuttal Video Example – Introducing the instructional framework Examples of scientific explanations Life science example Earth science example Physical science example Increasing the complexity of the framework over time Variation #1: Claim and evidence Variation #2: Using multiple pieces evidence Variation #3: Providing reasoning Variation #4: Including a rebuttal Check Point Study Group QuestionsChapter 3: Planning for Explanation-Driven Science Coherent Science content storyline Essential features for constructing scientific explanations Scientific data Scientific principles Learning performances and examples First grade: Sound Second grade: State of matter Third and Fourth grade: Day/night and shadows Fifth grade: Water cycle Complexity of the learning task Openness of the question Characteristics of the data (type and amount) Check Point Study Group QuestionsChapter 4: Integrating Scientific Explanation into Classroom Instruction Instruction sequence for constructing scientific explanations Assessing prior knowledge Framing the question Making predictions Collecting, recording and interpreting data Constructing scientific explanations Instructional strategies for supporting the explanation building process Introducing the framework for explanation Using real world examples to introduce the framework KLEW(S) chart Critique a teacher example Debate a peer example Talk moves for scaffolding the construction of scientific explanations Check Point Study Group QuestionsChapter 5: Designing Assessment Tasks and Rubrics Overview of the development process Step 1: Identify and unpack the content standard Fourth grade writing case – Unpacking Third grade podcast case – Unpacking Step 2: Selecting scientific explanation level of complexity Fourth grade writing case – Level of complexity Third grade podcast case – Level of complexity Step 3: Create learning performances Fourth grade writing case – Learning performance Third grade podcast case – Learning performance Step 4: Write the assessment task Fourth grade writing case – Assessment task Third grade podcast case – Assessment task Step 5: Develop specific rubric Fourth grade writing case – Rubric Third grade podcast case – Rubric Using assessment data to inform instruction Fourth grade writing case – Examples Incomplete evidence and incomplete reasoning Incomplete evidence and complete reasoning Third grade podcast case – Example Assessing informal science talk Check Point Study Group QuestionsChapter 6: Creating a Classroom Community of Young Scientists Norms of participation in science learning Active listening and patterns of talk The role of the scientific explanation framework A culture of constructive criticism Check Point Study Group Questions

Erscheint lt. Verlag	16.3.2012
Sprache	englisch
Maße	100 x 100 mm
Gewicht	100 g
Themenwelt	Schulbuch / Wörterbuch
	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
ISBN-10	0-13-211726-6 / 0132117266
ISBN-13	978-0-13-211726-5 / 9780132117265
Zustand	Neuware