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Transforming Science Learning: Classroom Discourse for Sensemaking Through the Crosscutting Concepts, April 16, 2024

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Join us on Tuesday, April 16, 2024, from 7:00 PM to 8:30 PM ET, for the second web seminar in this series about the Crosscutting Concepts.

Transforming Science Learning: Introduction to the Crosscutting Concepts, February 27, 2024

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Attendees will be introduced to ways the Crosscutting Concepts (CCCs) are used as powerful lenses and tools for student sensemaking partnered with the Science and Engineering Practices (SEPs) and Disciplinary Core Ideas (DCIs). Attendees will actively collaborate with fellow participants to build a deeper understanding of the CCCs and their role, determine focal CCCs for a given phenomenon, and understand how the CCCs build in a vertical progression across K-12.

Archive: Sponsored: The Fluorescence Files: Exploring Chemistry Concepts Through Forensics, March 14, 2024

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

Turn your classroom into a forensics lab and help your students solidify their understanding of chemistry concepts. Join Vernier chemistry specialist Nüsret Hisim as he shares his classroom-tested techniques for sparking engagement through hands-on forensics experiments. Experience a live demonstration of an investigation from Vernier’s Forensic Chemistry Experiments lab book, where students capture and identify the spectra for ink in a malicious note. Attendees will receive all experiment files and resources shared in the web seminar.

 

Citizen Science

Growing Beyond Earth: Cultivating 21st century science exploration

Science Scope—January/February 2024

Citizen Science column for the Jan/Feb 2024 Science Scope Journal
Citizen Science column for the Jan/Feb 2024 Science Scope Journal
Citizen Science column for the Jan/Feb 2024 Science Scope Journal
 

From the Editor's Desk

Eliciting Student Thinking

Science Scope—January/February 2024

 

Discover student thinking while analyzing data…and having fun! (Data Literacy 101)

Science Scope—January/February 2024

Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.
Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.
Our students rarely practice data skills with data not related to our science content, which makes sense given all we must teach. But always asking our students to succeed at the data skill move (e.g., graphing, analyzing, interpreting) and the content move (connecting it to what they are learning) at the same time can be a lot of pressure. Cognitively, this is a lot for novices and thus makes it trickier to elicit students’ ideas around the data and the content.
 

Making Scientific Sensemaking Visible

Science Scope—January/February 2024

Many teachers and schools are coming to recognize the importance of sensemaking in the science classroom. But what does an NGSS-informed sensemaking lesson look like in practice, and how might our students respond to this shift in our instruction? This article explores a sample lesson cycle involving sensemaking with an 8th-grade science classroom around a physics topic. The two-week lesson highlights the four elements of sensemaking: phenomena, science and engineering practices (SEPs), student ideas, and science ideas. Samples of student work and audio recordings of their discussions suggest that students engaged in critical thinking and collaboration as part of the sensemaking process as they researched to construct explanations and designed solutions around a local community problem. By centering students as agents for change, this lesson demonstrated how all students can create a multitude of viable solutions to real-world problems.
Many teachers and schools are coming to recognize the importance of sensemaking in the science classroom. But what does an NGSS-informed sensemaking lesson look like in practice, and how might our students respond to this shift in our instruction? This article explores a sample lesson cycle involving sensemaking with an 8th-grade science classroom around a physics topic. The two-week lesson highlights the four elements of sensemaking: phenomena, science and engineering practices (SEPs), student ideas, and science ideas.
Many teachers and schools are coming to recognize the importance of sensemaking in the science classroom. But what does an NGSS-informed sensemaking lesson look like in practice, and how might our students respond to this shift in our instruction? This article explores a sample lesson cycle involving sensemaking with an 8th-grade science classroom around a physics topic. The two-week lesson highlights the four elements of sensemaking: phenomena, science and engineering practices (SEPs), student ideas, and science ideas.
 

Exploring Socioscientific Issues through Evidence-Based Argumentation with MEL Diagrams

Science Scope—January/February 2024

Critical thinking skills are best taught as students participate in the scientific practice of argumentation. When engaged in scientific argumentation students are expected to engage in active listening and social collaboration through the process of negotiation and consensus building. Socioscientific issues are ideally suited for such activities. Model-Evidence-Link (MEL) diagrams provide an ideal scaffold for helping students learn to build arguments that can help them make connections between evidence and scientific explanations. In these activities students compare competing models by making plausibility judgements, then comparing how well scientific evidence supports each model. In research-based activities these scaffolds have been shown to help students better understand scientific concepts, shift their plausibility judgements, and provided insights into how students negotiation consensus through argumentation. In this article we share both the resources and instructional methods for including MEL diagrams in the middle school classroom.
Critical thinking skills are best taught as students participate in the scientific practice of argumentation. When engaged in scientific argumentation students are expected to engage in active listening and social collaboration through the process of negotiation and consensus building. Socioscientific issues are ideally suited for such activities. Model-Evidence-Link (MEL) diagrams provide an ideal scaffold for helping students learn to build arguments that can help them make connections between evidence and scientific explanations.
Critical thinking skills are best taught as students participate in the scientific practice of argumentation. When engaged in scientific argumentation students are expected to engage in active listening and social collaboration through the process of negotiation and consensus building. Socioscientific issues are ideally suited for such activities. Model-Evidence-Link (MEL) diagrams provide an ideal scaffold for helping students learn to build arguments that can help them make connections between evidence and scientific explanations.
 

Scope on the Skies

Looking Back

Science Scope—January/February 2024

January-February 2024 Scope on the Skies column
January-February 2024 Scope on the Skies column
January-February 2024 Scope on the Skies column
 

The Science Practice of Modeling as a Sensemaking Tool

Science Scope—January/February 2024

By , ,

Does the scientific practice of modeling actually support students in making thinking visible? Middle school teachers can build from the work of 12 K–8 teachers who wanted to learn how the practice of modeling is developed across grades and analyze how those skills end up looking in middle school. They gave their students the same phenomenon and prompts, tried them out with their students, collected models to compare them, and then came together across two years to discuss modeling. All students across the grades showed similarities in the models, both in terms of how they presented ideas and the scientific ideas. Many middle school models looked similar to those in early grades, and although middle school students showed particles of air in the models, the usefulness of the particles to explain the phenomenon was almost always unclear from the models alone. Implications for assessment of middle school students include discussing models with students to assess their knowledge and including fewer student scaffolds at the onset.
Does the scientific practice of modeling actually support students in making thinking visible? Middle school teachers can build from the work of 12 K–8 teachers who wanted to learn how the practice of modeling is developed across grades and analyze how those skills end up looking in middle school. They gave their students the same phenomenon and prompts, tried them out with their students, collected models to compare them, and then came together across two years to discuss modeling.
Does the scientific practice of modeling actually support students in making thinking visible? Middle school teachers can build from the work of 12 K–8 teachers who wanted to learn how the practice of modeling is developed across grades and analyze how those skills end up looking in middle school. They gave their students the same phenomenon and prompts, tried them out with their students, collected models to compare them, and then came together across two years to discuss modeling.
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