Obtaining, Evaluating, & Communicating Information in ScienceCREST Professional Development SeriesMay 10, 2016 Fr. Nate Wills, CSC Matt Kloser
Individual & Small Group Questions • In what ways are the texts helpful to students’ learning of science? • In what ways do the texts fall short of what we hope for high quality science education? Use examples from this excerpt to support your claims.
Scientific Practice #8:Obtaining, Evaluating, Communicating Information • Use words, tables, diagrams, and graphs to communicate. • Read scientific and engineering textand explain the key ideas being communicated. • Recognize the major features of scientific and engineering writing and speaking & communicate ideas and accomplishments. • Engage in a critical reading of primary scientific literature (adapted for classroom use) or of media reports of science and discuss the validity and reliability of the data, hypotheses, and conclusions.
Common Core Standards for Literacy in Science (Excerpts) • (MS-1): Cite specific textual evidence to support analysis of science and technical texts • (MS-6): Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text • (MS-8): Distinguish among facts, reasoned judgment based on research findings, and speculation in a text
The Challenge of Science Literacy • The jargon of science texts is often unfamiliar • Science texts must be read precisely and requires different skills than narrative texts • Science texts are multi-modal, including diagrams, graphs, and mathematical symbols
Obtaining, Evaluating & Communicating Information READ DISCUSS WRITE
Scientific Explanations Scientific explanations are accounts that link scientific theory with specific observations or phenomena—for example, they explain observed relationships between variables and describe the mechanisms that support cause and effect inferences about them.
Pushing to the next level Basic Level: Explain cellular respiration Richer Level: Explain why a person’s exhaled air contains less oxygen than the air inhaled.
3 Part Explanation Level A: What do students observe is going on at the MACROscopic level? Level B: What is happening ‘one level down’, often at the MICROscopic level? Link Between A & B: What is the link between levels A & B?
Pair Task: Google Doc • Think of a contextualized phenomenon from one of your classes. • Write one version of the causal explanation using the scaffolded structure. • Highlight Level A in Blue, Level B in Red, and the Link A & B in Green. Use the Google Doc and try to complete 2
Where we’ve been… • NGSS Science and Engineering Practices • (January) Asking Questions and Planning Investigations • (February) Analyzing and Interpreting Data • (March) Using Mathematics to Understand Science Concepts • (April) Engineering Practices • (May)Communicating & Obtaining Information