Supporting Grade 5-8 Students in Constructing Explanations in ScienceAuthor :
Paperback
Published : Tuesday 18 January 2011
Description
By providing a variety of strategies, scenarios, examples of student writing, classroom video clips from across all science content areas, rubrics, and guidelines for designing assessment items, Supporting Students with Writing Scientific Explanations: Claims, Evidence, Reasoning and Rebuttal Framework in Grades 5-8 provides teachers with the tools to successfully incorporate scientific explanation in their own classrooms.
Grounded in NSF-funded research, this book/DVD supports middle grades science teachers with an instructional framework that breaks down the complex practice of scientific explanation into four components-claim, evidence, reasoning, and rebuttal-and providesconcrete examples of what this scientific inquiry practice looks like when it is successfully implemented in real classrooms. Over the last nine years that McNeill and Krajcik have developed, field tested, and refined this instructional model, they found that incorporating this framework for scientific explanation into curriculum materials, teacher instructional strategies, and assessments enhances students conceptual understanding and improves their ability to think and communicate more scientifically by carefully analysing evidence and backing up their claims.
Simultaneously, learning tasks requiring explanation afford a powerful formative assessment by making student thinking about scientific concepts more transparent to teachers so that they can better adapt their instruction to all students needs. The chapters guide teachers step by step through presenting the framework for students, creating learning tasks that connect scientific explanation writing to lessons, providing curricular scaffolds (that fade over time) to support students in their writing, critiquing explanations and providing students with feedback, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.
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