Check your speaker volume

1. Check your speaker volume Preparing for NGSS: Engaging in Argument from Evidence December 4, 2012, 6:30 p.m. Eastern time Introduction for new users: 6:15 p.m. Eastern time While you’re waiting for the program to begin… Check your speaker volume with the Audio Setup Wizard

2. Title slide—Formal warm up, 6:15 p.m. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Preparing for NGSS: Engaging in Argument from Evidence Presented by: Joe Krajcik December 4, 2012 6:30 p.m. – 8:00 p.m. Eastern time

3. Agenda Agenda • Tech details • Practice polls • Presentation • Evaluation • Informal Q&A

4. Technical support Tech Support Jeff LaymanNSTA Technical Coordinatorjlayman@nsta.org703-312-9384 private chat message For additional tech help call Blackboard Collaborate Support 1-877-382-2293 NSTA staff also available to help: Ted Willard Director of NSTA’s efforts around NGSS Brynn Slate Manager of NSTA Web Seminars

5. Preferences Preferences • Turn off notifications of other participants arriving • Edit -> Preferences General -> Visual notifications 1 2

6. Using the Chat Using the Chat • During set breaks, the chat will be on • Continue discussion in community forums • NSTA Learning Center, http://learningcenter.nsta.org/discuss/ • Minimize or detach and expand chat panel

7. Practice polls Practice using the polling buttons 1 2

8. Poll What is your role in education? • Classroom teacher • Principal or administrator • University faculty • Professional development coordinator or curriculum coordinator • Other

9. Poll How many NGSS web seminars have you attended this fall? • This is my first one. • 2-3 • 4-5 • 6 • I’ve attended them all.

10. Start recording—title slide LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Preparing for NGSS: Engaging in Argument from Evidence Presented by: Joe Krajcik December 4, 2012 6:30 p.m. – 8:00 p.m. Eastern time

11. About the NSTA Learning Center NSTA Learning Center • 10,000+ resources • 3,500+ free! • Add to “My Library” • Community forums • Online advisors to assist you • Tools to plan and document your learning • http://learningcenter.nsta.org

12. Developing the Standards

13. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

14. NGSS Development Process In addition to a number of reviews by state teams and critical stakeholders, the process includes two public reviews. • 1st Public Draft was in May 2012 • 2nd Public Draft is coming soon Final Release is expected in the Spring of 2013 IT’S NOT OUT YET!

15. A Framework for K-12 Science Education Released in July 2011 Developed by the National Research Council at the National Academies of Science Prepared by a committee of Scientists (including Nobel Laureates) and Science Educators Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas • Free PDF available from The National Academies Press (www.nap.edu) • Print Copies available from NSTA Press (www.nsta.org/store)

16. Scientific and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

17. Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change

18. Disciplinary Core Ideas

19. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

20. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

21. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

22. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

23. Joe KrajcikMichigan State University CREATE for STEM Institute Engaging in Argument from Evidence The opinions expressed herein are those of the authors and not necessarily those of the Achieve or the NRC.

24. Who am I ? • Professor in science education at Michigan State University • Director of CREATE for STEM – Institute for Collaborative Research in Education, Assessment and Teaching Environments for STEM • Previously faculty member at the University of Michigan for 22 years • Taught high school chemistry for 8 years in Milwaukee, Wisconsin • Earned my PhD in science education at the University of Iowa • My research focuses on designing learning environments to engage teachers and students in doing science (Project-based learning) • Served as the Lead Writer for the Core Ideas in Physical Science for the Framework for K – 12 Science Education • Currently serving on the Leadership Team of NGSS and as the lead writer for the Physical Science Standards

25. Overview • What does it mean to engage in argument • Relationship with other practices • The Framework and NGSS • Importance of argument in K – 12 schools • Supporting students in argumentation • Examples of explanations and solutions Questions??

26. Poll: What is an argument? When should student use arguments? • To refute claims made by other students • To defend their claims, designs, and questions • Science is about evidence and reasoning so students should never argue • To prove a point

27. What does it mean to engage in argument? Scientists engage in argument to • Defend claims using evidence and reasoning • Defend models using evidence • Critique the claims of other scientists • Look for sufficient and appropriate evidence

28. Reasons scientists use arguments Scientist use argument to defend • Interpretation of data • Experimental designs • Method of data analysis • The appropriateness of a question

29. Argument from NGSS In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim’s weaknesses and limitations to obtain the best possible explanation.

30. Explanations in NGSS (May Draft) The products of science are explanations and the products of engineering are solutions. • Explanations in Science • “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories” • How or why phenomena occur • Relies on evidence

31. Arguments The process of defending those explanations by carefully ruling out other alternative explanations and building the case that the data collected is sufficient and appropriate to serve as evidence for the current claim.

32. An example (a composite) Is this an argument: A sixth grade class was exploring the properties of matter. The teacher began class with the following question: Based on the experiment we did yesterday, is gas matter? (a question) Josh replied: I think gas is matter. (a claim) Teacher: Why do you say that? What evidence do you have? (teacher support)

33. Josh: Because yesterday when we blew up the balloon and then weighed it, it weighed more than the empty balloon. So that means the gases that make up air has mass and if something has mass, it must be matter. And because I could blow it up it also takes up space. So air has mass and volume, and is matter! (provides evidence) Gemma quickly shot up her hand and said: I think it was a bad experiment. We used air from our lungs to blow up the balloon and air from our lungs has water in it. You could even see the water droplets on the side of the balloon. (a counter argument that gas has mass by calling into question the experimental design)

34. The teacher than asked: What do the rest of you think?(teacher support) Aubree stated: Well, I agree with Gemma about the air from our lungs having moisture in them. But I also agree with Josh, the air is matter. We should add air in another way. Dan added: We could do another experiment and blow up the balloon using dry air. (a response to the counter argument for a better designed experiment)

35. Final class explanation from their argument Gases are matter because they have mass and take up space (occupy volume). (Claim) Our evidence for this claim is that when we filled containers, like a volleyball, with dry air, it was heavier than an empty ball. So it has mass. We could also put air into the empty ball but eventually we could not add more air. (Evidence) This showed it takes up space. Matter is anything that has mass and occupies volume. Therefore, gases are matter as they have mass and occupy volume. (Reasoning)

36. Example from 8th grade life science A group of eighth graders undertook an investigation of population change. Students shared ideas to account for changes in populations of Galápagos finches over time. Students discovered that during a drought most of the birds died, and they attempted to explain why the birds died and why others survived.

37. The claim Kelly: Umm, I think it’s because the birds with the smaller beaks died, and the longer beaks were able to have children, and their children had longer beaks, so they survived and the trait was being passed on a lot.

38. A challenge to the claim Ina: Umm, I don’t think so. Because we have this graph that shows the wet [season] of 1973 to the dry [season] of 1978, and it jumped up. It wasn’t that the ones with the shorter beaks died. Even the longest beak here is like pretty much even with the middle of the pack in 1978. Thanks to Iris Tabak and Brian Reiser (2009)

39. Agenda—2 of 13 Before We Get to Your Questions… • You can turn off notifications of others arriving: • Edit -> Preferences -> General -> Visual notifications • You can minimize OR detach and expand chat panel • Left arrow = minimize; right menu = detach • Continue the discussion in the Community Forums • http://learningcenter.nsta.org/discuss

40. Questions??? • Questions about what are arguments? • Questions about how arguments and explanations are the same or different? • Other questions?

41. Poll: What does it mean to engage in argument? What is the best reason for students to engage in argument? • To have students defend their ideas • To help students make sense of the world • To support students in using evidence • To engage in doing science

42. Importance of Arguments • Supports students’ understanding of disciplinary core ideas of science and crosscutting concepts • Using evidence to construct and critique arguments is a 21st century skill that can be used across disciplines and outside of the school setting • Promotes literacy development • Helps students build an understanding of the nature of science • Allows students to critically examine claims made in the media

43. Where does argumentation fit into the other scientific and engineering practices? • Scientific and engineering practices • The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world • Engage in science as a set of related practices • Shows how science is really done!

44. How scientific and engineering practices work together Engage in science as a set of related practices Shows how science is really done! 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

45. How scientific and engineering practices work together 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data

46. How scientific and engineering practices work together 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data

47. How scientific and engineering practices work together 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data

48. How scientific and engineering practices work together 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data

49. How scientific and engineering practices work together 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data

50. How scientific and engineering practices work together 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data